Compendium of Parenting Interventions 911 508

Compendium
of Parenting
Interventions
Compendium of
Parenting Interventions
September 2015
Submitted to:
Kiersten Beigel, MSW, Project Officer
Office of Head Start
Administration for Children and Families
U.S. Department of Health and Human Services
Submitted by:
Kim Alleyne, Catherine Ayoub, Jessica Dym Bartlett, Jacqueline Muniz and Joshua D. Sparrow, Office of
Head Start National Center on Parent, Family, and Community Engagement
Principal Investigators:
Joshua D. Sparrow and Catherine Ayoub
Brazelton Touchpoints Center, Boston Children’s Hospital
This report is in the public domain. Permission to reproduce is not necessary.

Suggested citation:
National Center for Parent, Family and Community Engagement. (2015). Compendium of parenting
interventions. Washington, D.C.: National Center on Parent, Family, and Community Engagement,
Office of Head Start, U.S. Department of Health & Human Services.
This document was prepared under Grant #90HC0003 for the U.S. Department of Health and Human
Services, Administration for Children and Families, Office of Head Start, by the National Center on
Parent, Family, and Community Engagement.
http://www.eclkc.ohs.acf.hhs.gov/hslc/tta-system/family
Compendium of Parenting Interventions

Disclaimer
This compendium of parenting interventions was commissioned by an interagency group of the U.S.
Department of Health and Human Services. However, the views expressed in this publication do not
necessarily reflect the views or policies of these federal agencies or the U.S. Department of Health and
Human Services.
Acknowledgments
Contributors are Catherine Ayoub, Jessica Dym Bartlett, Jacqueline Muniz, and Joshua D. Sparrow. Editorial
oversight for this project was provided by Joshua D. Sparrow.
We would like to thank Kim Alleyne, director of the National Center for Parent, Family and Community
Engagement, and the staff of the Brazelton Touchpoints Center, for their assistance with this project;
and Miriam Estrada and Julie McCrae of the Butler Institute for Families at the University of Denver, and
independent research consultants Laura Kalmanowiecki Fleischman and Amy Lora, for their extensive
contribution to the research on parenting interventions used in the compendium.
We gratefully acknowledge the insightful reviews of the compendium by members of the Interagency
Parenting Group and members of the Child Trends Implementing Parenting Interventions in Early Care and
Education Settings: A Guidebook for Implementation project team.
© 2015 Boston Children’s Hospital. All rights reserved.

Table of Contents
Compendium of Parenting Interventions: Overview 1
What is the Purpose of the Compendium? 3
How Does a Parenting Intervention Work? 4
What is the Definition of a Parenting Intervention? 6
How We Found Parenting Interventions 7
How We Decided Which Interventions to Include 7
Limitations of Evidence and Challenges in Research 9
Choosing Parenting Interventions 11
What Information Does the Compendium Provide? 12
At-A-Glance Table 14
Peer-Reviewed Published Research and Outcomes Table 20
Profiles 27
Glossary of Terms 77
General References 80
References by Parenting Intervention 81

Overview
We are pleased to present you with the Compendium of Parenting Interventions!
This collection of parenting interventions is designed to help you choose evidence-based
parenting interventions that are most likely to be effective with families of young children
in the settings in which you work.
We hope this resource will be helpful to you in your roles as:
• Early care and education staff and directors
• School principals
• Educators and leaders of programs, schools, communities, and state initiatives
• Parents
• Other stakeholders in the well-being of young children and their families
Our aim is to provide you with the information that you and the families you work with need to select the
parenting interventions that are best for them and their children.
To get the most out of the compendium, we recommend that you begin by reading this overview. In it, we
provide answers to the following questions:
• What is the purpose of the compendium?
• How does a parenting intervention work?
• What definition of a parenting intervention does this compendium use?
• How did we decide which parenting interventions to include?
• What should you consider when choosing a parenting intervention?
• What information does this compendium provide about parenting interventions?

1
In the next section, you will find two tables, the At-A-Glance Table to help you
compare parenting interventions, and the Research and Outcomes Table,
which includes research about and outcomes of each of the interventions,
and profiles for each parenting intervention. The tables and profiles in this
compendium can help you compare and select interventions that have the
potential to support parents’ efforts to be the kind of parent they long to
be, and to lead to positive outcomes for young children and their families.
The profiles are based on the research and other material publicly available
at the time of publication of this compendium. There is also a glossary that
you can use to look up any unfamiliar terms.
Our Compendium of Parenting Interventions is accompanied by a second

volume, Implementing Parenting Interventions in Early Care and Education Settings:
A Guidebook for Implementation. This implementation guidebook provides a road
map for program, network, or state leaders to follow to successfully implement a parenting
intervention.1
Parents are children’s first and lifelong educators. Conversely, parents’ most important teacher about
parenting is their own child. As they watch, listen and learn, parents become the experts on their children,
and know them better than anyone else. Because children are each unique, there is no single “right” way
to raise them. Parents who are eager to learn more, or who are struggling with a child’s difficult behaviors
or with their own challenges and those of their circumstances, often turn—when they can—to family
members, friends, other parents, and pediatric healthcare providers, or to books, magazines, and the
Internet. Parents may also look to early care and education staff for information, guidance, and support.
Evidence-based parenting interventions can be a source of all three.
There is broad consensus among early childhood researchers, policymakers, and practitioners that
parenting has a profound effect on child development: healthy parenting leads to better outcomes for
children and supports their resilience in the face of adversity
(Belsky, 1984; Masten, 2001; Werner, 2000). Parents are their
children’s first nurturers, teachers, advocates, and buffers from
Parenting interventions are stress. Positive parent-child relationships set the stage for
defined as interventions children’s success in school and in life. Therefore, parents are
that have a central focus our most important partners for supporting the development
and well-being of young children.
on parenting. They offer a
structured set of activities Accordingly, a primary goal of parenting interventions, as we
that engage parents directly define them in this compendium, is to promote positive child
outcomes by enhancing parents’ capacity to provide their
in ways that will influence young children with the sensitive and responsive care they
parenting behaviors such need for learning and optimal development.
as nurturing, discipline,
Parenting interventions are important because they have the
teaching, monitoring, and potential to help support children and families along positive
management. developmental pathways (Substance Abuse and Mental Health
Services Administration, Center for Mental Health Services,
See Halle, T., Paulsell, D., Daily, S., Douglass, A., Moodie, S., & Metz, A. (2015). Implementing parenting interventions in early care and education
1
settings: A guidebook for implementation. Washington, DC: Office of Planning, Research and Evaluation, Administration for Children and Families,
U.S. Department of Health and Human Services.

2
2007). Interventions delivered early in a child’s life can have a particularly powerful effect on child and
parent/family outcomes compared to interventions that begin later in childhood or during adolescence
(Brooks-Gunn, 2003). Those interventions that lead to positive outcomes for parents and families also are
likely to have considerable benefits for their young children. In this compendium, we review parenting
interventions beginning during pregnancy and for families with children between birth and eight years of
age.
All of the interventions included in this compendium have a central focus on parenting. As defined here,
a parenting intervention is a structured set of activities for children’s primary adult caregivers that is
intended to positively influence parenting behaviors and achieve positive outcomes for children. These
interventions are implemented over a specific time period and offer a standardized manual for staff
delivering the intervention. They can be offered in early care and education settings (center- and home-
based), schools, and other community-based settings, and engage parents in promoting their infants’ and
young children’s development and learning.
Here, parents refers not only to biological, adoptive, and step-parents, but also to other primary caregivers,
such as grandparents, other adult family members, and foster parents. We use the term parenting
intervention to refer to interventions for many types of primary caregivers.
Depending on their focus, parenting interventions have been shown to bring about positive child
outcomes including:
• Increased social and emotional competence
• Increased language and literacy
• Increased cognitive development
• Increased child attachment and/or relationship with parent
• Decreased problem behaviors
What is the Purpose of the Compendium?
The purpose of the compendium is to provide you with the information you need to make informed
judgments about which parenting interventions to use to improve child outcomes. The compendium is
intended to assist you in choosing parenting interventions that align with:
• The data you collect in your program, community, network, or state about the needs, strengths, and
goals of the families with whom you partner
• Your program, community, network, or state mission, goals, resources and capacities
• Head Start Program Performance Standards and as well as state quality rating and improvement
systems
• Head Start and state early learning guidelines2
For more information on using data to guide programming and professional development in your center, see Measuring What Matters, from the
2
National Center on Parent, Family, and Community Engagement, at http://eclkc.ohs.acf.hhs.gov/hslc/tta-system/family/assessing.

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Parenting interventions address a wide range of family strengths and challenges, and they use a variety of
approaches to working with parents.3 Yet not all of them will be appropriate for the context in and families
with whom you work, and not all are equally effective. Therefore, it is critical that you—as a stakeholder in
early childhood who may be interested in selecting an intervention—have an in-depth understanding of
existing parenting interventions. This includes knowing what activities the parenting invention includes,
how the activities are implemented, and what it would take for you to implement those activities.
Choosing the right intervention also requires knowing whether the intervention has demonstrated
success in achieving its intended outcomes.4 Most early childhood stakeholders do not have the time
and resources to review existing evidence and to note whether there is enough evidence to support
using an intervention. This is one of the ways the compendium may be particularly useful to you. We have
summarized our methodical review of parenting interventions to create a resource that you can use to
inform your choice about the right intervention for your program, school, community, or state, and the
families with whom you work. We also give a brief overview of the research on parenting interventions,
including their potential benefits, important gaps in our current knowledge, and ongoing research and
implementation challenges.
The compendium also provides information about the resources and capacities you will need
to implement specific parenting interventions, and the types of supports available to do so. The
accompanying Implementation Guidebook can help you develop a process to assess your readiness for
implementation of the parenting intervention you choose, and to help you advance toward readiness if
you are not ready yet. You can also use it to help you select and implement an intervention that is a good
fit with your needs and strengths.5
How Does a Parenting Intervention Work?
Theories of Change
A theory of change describes
There are many valuable approaches to partnering with parents to how the intervention
improve child outcomes. Because both parents’ individual characteristics
developer thinks the
and their environments affect their interactions with their young
children (Belsky, 1984; Bronfenbrenner, 1979), there are many possible intervention will bring about
avenues for intervention. A parenting intervention’s theory of change the outcomes that it was
describes how the intervention developer thinks the intervention will designed to achieve, and
bring about the outcomes that it was designed to achieve (e.g., school the possible pathways and
readiness or positive parent-child relationships). When the information is
available, we briefly report on an intervention’s theory of change.6 processes through which
change will occur.
Parents’ interactions with their children, and their capacity to seek
and use information, skills, and support to enhance their children’s
development, may be shaped by a variety of factors. These include the child’s and the parent’s
temperament, strengths and challenges, past experiences, and their current living situation and supports.
The availability of concrete resources such as healthy food, safe streets and housing, and employment and
educational opportunities can also play a role (Child Welfare Information Gateway, 2014). Although many
3
Parent refers to any primary caregiver for a child.
4
See “Exploration Stage, Hexagon Model” in Halle, T., et al. Implementing parenting interventions.
5
See “Introduction“ in Halle, T., et al. Implementing parenting interventions.
6
For information about the theory of change for programs engaging in the process of implementation, see “Exploration Stage” in Halle, T., et al.
Implementing parenting interventions.

4
parents facing adversity are very effective in optimizing their children’s school readiness, some may be
challenged by a pile-up of stressors.
Depending on an intervention’s theory of change, it may promote effective parenting by:

• Focusing on parents’ strengths, self-efficacy (Bandura, 1977), and empowerment by, for example,
identifying, using, and expanding on what parents do well, and creating opportunities for parents to
feel successful and to reinforce their experiences of mastery
• Affirming parents’ cultural traditions, beliefs, and practices related to raising children
• Sharing information with parents, such as information about child development and learning
• Teaching or modeling parenting and discipline skills, such as strategies for managing challenging
behaviors or supporting a child’s learning
• Modeling healthy interactions with children, such as how to follow a child’s lead during play or how to
set an appropriate limit
• Changing parents’ attitudes and beliefs, such as shifting parents’ negative

views of their child or improving their satisfaction with parenting
by decreasing parental stress, increasing understanding of child
development, and helping them understand and accept what can
reasonably be expected of a child at a particular age
• Reducing parental stress by improving access, through case

management or referrals, to material resources and services,
such as healthy food, safe housing, employment and educational
opportunities, and health and mental health services
• Improving social support, such as by providing opportunities for

parents to connect with each other and with other community members
to exchange resources, solve problems, and establish shared expectations
for their children (Sampson, Morenoff, & Earls, 1999), or facilitating parents’
participation in community social activities
• Working with parents on areas other than parenting (which may indirectly affect parenting), such as
helping them learn English as a second language or pursuing other educational advancement
There is evidence linking each of the parenting practices listed above to positive child outcomes. However,
only interventions that have some focus on parenting behaviors, beliefs, and attitudes—with or without
attention to factors that indirectly influence parenting (e.g., material resources, social support, financial
literacy, employment and education) are included in this compendium.
There are many useful approaches to working with families and improving child outcomes that are not
included in the compendium. Below are a few examples:
• Interventions that focus on creating opportunities for parents to connect with each other without a
staff group leader (e.g., self-led parent support groups)
• Interventions that build early care and education staff skills for partnering with parents without

5
providing a standardized manual that staff delivers to parents (e.g., staff
professional development without a manual-based component for
working with parents)
• Interventions that directly address local conditions in communities

or larger social, political, economic, and environmental forces that
influence parenting and children’s learning and development (e.g.,
community-based initiatives to reduce poverty, homelessness, and
violence)
While these interventions have many potential benefits and may play an
essential role in the well-being of young children and their families, they are
beyond the scope of this compendium.7
There are also many different ways of engaging parents to present the content of parenting interventions.
This too is part of each intervention’s theory of change, that is, how the intervention developer thinks that
the intervention helps parents learn, change, and build new skills. Some interventions are highly flexible
and co-construct activities with parents, while others are more prescriptive. Some teach by telling, and
others by modeling. Lectures, discussions, creative activities, and videos are among the many different
tools that different interventions use, alone or in combination.
What is the Definition of a Parenting Intervention?
For our purposes, parenting interventions offer a structured set of activities that engage parents directly in
ways that will influence one or more of the following parenting behaviors:
• Nurturing (warmth, responsiveness, sensitivity)
• Discipline (handling challenging child behaviors, providing limits, teaching self-control)
• Teaching (conveying information or skills)
• Language (conversations)
• Monitoring (watchfulness)
• Management (scheduling, routines)
For the purposes of this compendium, an intervention:

• Offers some sort of standardized manual, often with other supports to help staff deliver it effectively to
parents
• May use a framework or guidelines, books, videos, and other materials and resources (though use of
these resources alone was not enough for something to be considered a parenting intervention)
7
See the “Family Well-being” resource from the National Center on Parent, Family, and Community Engagement, in the Understanding Family
Engagement Outcomes Research to Practice series: https://eclkc.ohs.acf.hhs.gov/hslc/tta-system/family/docs/family-well-being.pdf.

6
How We Found Parenting Interventions
In order to identify parenting interventions for consideration of inclusion in this compendium, we

reviewed databases and research and practice-related Web-based clearinghouses and websites. We also
asked for recommendations from early childhood and parenting researchers and practitioners, and federal
staff at the U.S. Department of Health and Human Services.
How We Decided Which Interventions to Include
To create an easy-to-use compendium, or collection, of evidence-based early childhood parenting

interventions for use in early care and education programs, networks, or states, we established the
following criteria for selecting parenting interventions.
Inclusion Criteria
Parenting interventions included in the compendium met the following criteria:

• Through its positive effects on parenting or on parent-child interactions, the intervention has been
shown to improve child outcomes (i.e., has at least one published peer-reviewed study showing
outcomes) in one or more of the following areas:
- Social-emotional development
- Approaches to learning
- Cognitive development
- Language and literacy
- Parent-child interactions and relationships
• The intervention has a broad focus on child development and learning that has potential relevance to
all parents and other primary adult caregivers
• The intervention can be delivered effectively to parents by early care and education staff in their
program settings (e.g., home- or center-based)
• The intervention developers offer a standardized manual and related materials to guide delivery
(implementation)
• The intervention is designed to engage families with children from the prenatal period through 8 years
of age; this includes families during pregnancy only if the intervention also extends past the prenatal
period, and kindergarten through third grade only if the intervention commences in pre-kindergarten
or earlier
• The intervention is publicly and currently available for implementation (as of the time period for our
collection and review of the information)
• Enough information is currently available about the intervention to be able to implement it
• The intervention has a minimum of one study published in a peer-reviewed journal, with one
exception—interventions designed by and/or for specific cultural or ethnic groups with either:

7
- a history of lack of access to mainstream service delivery and/or research funding and resources
- a history of negative experiences with research and evaluation related to the group’s minority
status
- cultural beliefs and practices that make mainstream services and/or evaluation practices
inappropriate
In addition, interventions included in this compendium are:

• Delivered over a specific time period or in a specific number of sessions (intended dosage)
• Designed to have the potential to be replicated; that is, designed to be delivered in new locations in
ways that are similar to the way they were first implemented and tested
• Conducted with parents in home- and center-based early care and education settings by their program
staff and, in some instances, consultants as well. Some of these interventions also include direct
participation by infants and children in activities, while others focus on activities for parents without
their children present.
This compendium also includes parenting-specific interventions commonly used in home visiting
programs that can be implemented by early care and education staff independently of the particular
home visiting model, and that have been studied as delivered in home- or center-based early care and
education settings.
Exclusion Criteria
We did not consider including parenting interventions in the compendium if:

• The intervention was designed originally for use outside of the United States, unless extensively
implemented in the United States
• The intervention was designed only for use during pregnancy
• The intervention was designed only for use with parents of children in
kindergarten or later grades (interventions that begin with parents of
preschool-aged or younger children and continue through kindergarten
and beyond were included)
• Sufficient information about the intervention for its inclusion was not
publicly available during our review period (September 2014 through
May 2015)
• The intervention was designed as a therapeutic or medical model or to be

delivered exclusively by licensed clinicians
• The intervention was designed specifically for groups of parents who face
a particular individual, family, or environmental challenge (e.g., mental illness,
domestic violence, divorce, homelessness, community violence) or whose children
face a particular challenge (e.g., chronic medical condition, exposure to trauma). While some of the
parenting interventions in the compendium may contribute to positive outcomes for such parents
and children (e.g., a parenting intervention that decreases parental stress may also reduce parental
depression), they were not designed exclusively for the purpose of addressing these challenges.
However, we did consider interventions designed for adolescent parents, fathers, and specific cultural
and ethnic groups.

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Examining the Evidence for Parenting Interventions
We carefully examined the research evidence for the interventions that met the initial inclusion criteria.
Our review of published research studies and other publications, websites, and other publicly available
information helped us make final decisions about which interventions to include.
We reviewed the evidence, when available, from well-designed research studies (e.g., randomized
controlled trials, quasi-experimental studies, rigorous qualitative research) to consider whether an
intervention is likely to attain its objectives and bring about the outcomes it seeks. All of the interventions
had at least one published, peer-reviewed study showing that the intervention was associated with
positive child outcomes. We included interventions with only one peer-reviewed published study because
the research in the field on parenting interventions’ child outcomes is limited. (See “Inclusion Criteria”
above, and see below for more details and one exception to this criterion.)
We also considered the extent, kinds, and quality of available research evidence for these interventions
that:
• Links the intervention specifically to child and parent/family outcomes
• Guides adaptation of the intervention to local communities and contexts
• Supports implementation of the intervention in real time and in real world circumstances
Limitations of Evidence and Challenges in Research
Parenting Interventions by and for Specific Cultural and Ethnic Groups
There is a significant but limited number of parenting interventions for use in early care and education
settings that have published evidence clearly showing that the intervention directly leads to positive
parenting and child outcomes. There are even fewer parenting interventions that meet the inclusion
criteria of this compendium that were initially designed with specific cultural and ethnic groups in mind.
The relative lack of published evidence for parenting interventions designed or adapted by and/or for
specific cultural and ethnic groups is consistent with the broader pattern of disparity seen in health and
education.
Given the cultural nature of parenting and of early childhood care and education, and the multiplicity
of cultures in the United States, we believe it is important to include interventions designed by and/or
for specific cultural and ethnic groups that do not yet have peer-reviewed published findings of child
outcomes yet show promise (i.e., they have been widely implemented and accepted by groups for whom
other parenting interventions may not be relevant or appropriate, or have been shown to have positive
outcomes for families).
In some cases, it may not be possible to evaluate these interventions in ways that mainstream scientists
currently accept (Tribal Evaluation Workgroup, 2013). We urge further development of parenting
interventions designed by and for specific cultural and ethnic groups, as well as culturally sensitive
methods for evaluating existing interventions with diverse groups of families.

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Fidelity and Adaptation
An intervention that is implemented with fidelity is delivered in the same way its developer intended it to
be delivered. However, in circumstances that differ from the initial study conditions, either modification
(minor changes) or adaptation (major changes) to the intervention may be needed.
In some instances, modifications, or minor changes to an intervention may be needed in order to

arrive at the best possible fit for the agency that delivers it, and the community and state in which it is
implemented. For example, some tweaks may be necessary to address concrete logistical and resource
realities of the agency and the families with whom it works. When making changes like
these, it is important to undertake usability testing (a form of evaluation to ensure
that the modifications fit for your situation) when you first deliver the intervention
with modifications.8
In other cases, adaptation may be necessary in order for an intervention

to achieve the desired outcomes. For instance, an intervention developed
for center-based child care would need to be adapted considerably to be
implemented with families who use home-based child care. Adaptations
are also necessary for parents of children with characteristics that are
different from those in the intervention as first evaluated, such as children
of a particular age group, or with special challenges. Adaptation may also be
necessary for an intervention to be acceptable to, respectful of, and useful for a
particular cultural group (Okamoto, Kulis, Marsiglia, Holleran, Steiker, & Dustman,
2014).
Before attempting to adapt an intervention, it is important to confer with the developer.

The developer should be able to provide guidance about which aspects of the intervention cannot be
changed, and may be able to share the experiences other agencies and communities have had with
adaptation. The compendium includes contact information for the intervention developers to help
facilitate these conversations when needed.
When interventions are adapted, the changes made may also alter the likelihood of achieving the desired
outcomes. This is why fidelity to the core aspects of the intervention matters (Metz, 2007; Paulsell, Austin,
& Lokteff, 2013). If you change, for example, the content or structure of an intervention, the education or
training requirements for the people who deliver it, or use only parts of the intervention, parents may not
experience its full benefits.
There is a fine line between too many or the wrong kinds of changes, on the one hand, and, on the other,
careful modification or adaptation of the intervention for the best fit without disrupting fidelity to the
essentials of the intervention. Discussing the potential need for changes with stakeholders from the state,
community, program, and families, as well as with developers, can be important to the process of adapting
an intervention. Together, you may want to:
• Take a close look at the intervention’s objectives, manual, and required resources
• Raise questions about its cultural relevance and appropriateness
• Make suggestions about possible adaptations that may help make it effective in your community
8
See “Initial Implementation” in Halle, T., et al. Implementing parenting interventions, for more on usability testing as a process for systematically
assessing modifications

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When adaptation appears necessary, you will still want to strive for fidelity in as many components of the
intervention as possible. The only way to be sure that an adapted intervention works is to test it with a
well-designed evaluation. It is also important to partner with experienced evaluators who know how to do
intervention research of this kind.
Whenever available for an intervention, we have included information about how long, how broadly,
and with which groups an intervention has been used. When possible, we also provide information on
adaptation for specific cultural and ethnic groups, children of different ages, and children and families
facing different challenges. Please see the corresponding references we provide for each intervention,
when available, for more information about evaluations and demonstrated outcomes of an adapted
intervention, or of an intervention used with groups or in settings other than those it was first tested with.
You can review the Implementation Guidebook that accompanies this compendium for more advice
about how to decide if, when, and what kinds of changes can be made to an intervention, and when the
intervention developer should be consulted about possible adaptations.
Choosing Parenting Interventions
Data to Consider About Parents in Your Program, Community, and State
Ask yourself, staff, parents, and other stakeholders the following questions before you choose a parenting
intervention:
• What parenting interventions are currently being delivered in your community or state, or by your
community partners? How well are these interventions meeting families’ needs?
• What information do you have about child outcomes that might be improved by a parenting
intervention?
• What data does your program, community, network or state have about the strengths, needs, and
interests of parents who will participate in the intervention?
• What are parents, providers, communities, and states ready for? For example, are there staff who will
stay at a program long enough to make it worth training them to deliver the intervention? How many
sessions can parents realistically be expected to complete?
• What resources can you afford to use to deliver an intervention?
Actively involving parents and staff in determining what they need, want, and are ready for can improve
their participation in the interventions that are selected.9
Evidence to Consider About Parenting Interventions
We encourage you to consider how thoroughly an intervention has been studied before making the
decision to implement it. This compendium, in the Research and Outcomes Table, provides information
about both the kinds of methods used to study each intervention, and the number of different kinds of
methods used. Some studies measure a positive child outcome by direct observation or testing of the
child. Other studies use a teacher’s or a parent’s report. To condense hundreds of studies into a user-
friendly compendium, this level of detail has not been included.
9
See also Halle, T., et al. Implementing parenting interventions.

11
However, in the Research and Outcomes Table you will find a brief summary of
some of the important strengths and weaknesses of the scientific evidence
to date for these interventions, as well as the child and parent outcomes
demonstrated by the research for each intervention. Before making
your final choice, you may want to dig deeper into the studies on the
interventions you are interested in. We provide references to many of these
studies.
Parenting Intervention Sustainability
Parenting interventions can only be implemented when resources such as staff

time and funding are available. Many interventions require additional resources
over time. For example, when a trainer on staff leaves, or when a new version of the
intervention is released, more training may be needed for the staff.10
When selecting a parenting intervention, it is important for program, community, and state leaders to ask:
• When the intervention is over, what will it take to replicate and/or sustain its benefits for children and
parents?
• Can this level of investment be sustained over time for future groups of parents and children?
• What will remain when the funding runs out? For example, once staff have been trained, can the
intervention be delivered without additional funding?
Parenting interventions focus on individual parenting behaviors, skills, and knowledge. Like other
programmatic interventions, delivering parenting interventions usually requires continual funding.
When parenting interventions have been shown to achieve their desired outcomes for the families in
your program, community, or state, they can be worthwhile investments that require long-term financial
commitments (i.e., a permanent line item in a budget rather than short-term, time-limited funding). Head
Start/Early Head Start programs and Title I schools both have specific funding set aside for parenting/
family initiatives; the Child Care Development Fund includes parenting and family engagement as an
allowable use of quality dollars.11 Community- and system-level changes can help sustain the benefits of
parenting interventions by improving the wide range of conditions that affect parenting and children’s
learning and development.
What Information Does the Compendium Provide?
At-A-Glance Table
The At-A-Glance Table will help you compare parenting interventions using descriptive information. For
each parenting intervention included in the compendium, the table includes a brief description, child
outcomes, child age, required initial training, level of education required to deliver the intervention, and
startup costs.
10
See “Full Implementation” in Halle, T., et al. Implementing parenting interventions for more information on sustaining parenting
interventions.
11
Quality dollars are flexible funds that enable states to extend the reach of the Child Care Development Fund.

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Research and Outcomes Table
The Research and Outcomes Table will allow you to compare the evidence across the parenting
interventions included in the compendium, so you can use the research to make an informed choice.
Information about the amount, kinds, and quality of evidence currently available for each intervention is
included here. You will also be able to compare the different kinds of child and family outcomes each of
the interventions has demonstrated.
Profiles
In this compendium, you will find a profile of each parenting intervention. The profiles provide available
information to help you determine whether an intervention:
• Addresses the specific objectives you have chosen
• Has achieved the specific outcomes you seek
• Has requirements that are in line with staff resources and readiness (e.g., the cost of the intervention,
the time required to learn to deliver the intervention)
• Makes demands that do not exceed family resources and readiness (for example, the time parents must
commit to the intervention)
• Offers the supports that you will need to implement the intervention effectively
• Has been used with or adapted for settings and families that may have some features in common with
the ones you serve
Each profile includes contact information for the intervention developer. The profiles are in alphabetical
order by the name of the parenting intervention.
Glossary
A brief glossary provides definitions for technical language that appears in the
compendium. We encourage you to look in the glossary for any terms for which
you would like further clarification.
References
A short list of selected references is provided in the compendium for those
who would like to learn more. It includes some general references, as well as
references for individual interventions in alphabetical order.
Thank you for using this resource. We hope you find it useful in
your efforts to partner with families and children in your program
and community!

13
At-A-Glance Table
Introduction
This table provides information to help early care and education programs, schools,
community-based settings, networks, and states select parenting interventions. For
each intervention, the table presents intervention descriptions, and information
about child outcomes, child age, required training and education level, and costs to
implement the intervention. The information provided here comes from a range of
publicly available sources and is subject to change.
Organization
The columns shown in the table are described below. Some information in the table is presented using
icons to give users quick and accessible information, and those icons are defined below.
Intervention Name and Description
The intervention name, acronym (if any), and a brief description. The description includes the method
of delivery to parents, that is, whether it is delivered in a group with other parents, or individually, and
whether in their homes or in the agency.
Child Outcomes
The following categories are used to present child outcomes demonstrated in peer-reviewed studies:
• Increased (Ç) social and emotional competence
• Increased () language and literacy
• Increased () cognitive development
• Increased () child attachment and/or relationship with parent

• Reduced () problem behaviors

14
At-‐A-‐Glance Table

C HILD A GE
At-‐A-‐Glance
Table
Parent/Family Outcomes
The following
C HILD A GE categories At-‐A-‐Glance are used Table
to present the age range and grade of children served:

Identifies
C HILD A GE

the interventions that have parent/family outcomes demonstrated in peer-reviewed studies

The
following CcHILD
C HILD A GE
ategories A GE are used to present the age range and grade of children served:
Child
C HILD A GEAge

Prenatal + Infant
The following categories are ucsed

to present the apge rPre-‐K:
ange 3g-‐6
and years
rade oaf nd
children
The following ategories are used to resent the age range grade osf erved: served:
grade ochildren

The following categories are used t o present the age range and f children served:
Prenatal

The following
The following categories +icons re used are
Ianfant used
to present the to
age present
rPre-‐K: the
ange and 3g-‐6 of cage
years
rade hildren range
served: and grade of children served:

Prenatal + Infant Pre-‐K: 3-‐6 years
Prenatal + Infant Pre-‐K:
3-‐6 years

3-‐6 years
Prenatal
Prenatal and
+ Infant Prenatal
Infant +Pre-‐K:
Infant Pre-‐K: 3-‐6
Pre-K: 3-6 years
years
Pre-‐K+: through 3rd grade
Infant: 0 -‐1 years
rd

Infant: 0-‐1 years
Infant: 0-1 years
Infant: 0-‐1 through
Pre-‐K+:
years Pre-‐K+: through Pre-K+:
Pre-‐K+:
3 grade
3rd grade
through 3rd grade
Infant:
Infant: 0-‐1 y0ears
-‐1 years Pre-‐K+: through 3 grade rd
3rd gtrade
hrough
rd

Infant: 0 -‐1 years Pre-‐K+: through 3 grade

Toddler:
Toddler:
Toddler:
Toddler: 11-3
-‐3
1-‐3 years 1years
-‐3
years
years
Toddler: years
1-‐3

Toddler: 1-‐3 years

Toddler: 1-‐3 years
Required Initial Training to Deliver Intervention

RREQUIRED I NITIAL RTEQUIRED
EQUIRED I NITIAL T RAINING TO I NITIAL
D ELIVER
RAINING TO DTELIVER
I NTERVENTION D ELIVER I NTERVENTION
I NTERVENTION
RAINING TO

R R EQUIRED I NITIAL
EQUIRED NITIAL
The number of days
T RAINING TO
R EQUIRED
oThe
f required t
I
D ELIVER I NTERVENTION
RAINING TO
I T
raining
NITIAL t o i mplement
RAINING TO
T
ELIVER NTERVENTION
D tELIVER I NTERVENTION
he tiraining
ntervention
D

I
number of days of required to implement the intervention
The
The The n umber
umber oof f ddof
nnumber ays
days
ays oof f required
of required
required training
training itmplement
o implement
to training to itntervention
he intervention
the implement the intervention:
The
number The of ndumber
ays oof f drays
equired training
of required training tto o implement
implement the intervention
the intervention

Qualifications

A description of the level of education and/or qualifications needed to deliver the intervention
Startup Costs
The following icons are used to provide estimates of the startup, or up-front, costs associated with
each intervention. Higher up-front costs are often associated with more intensive startup services
from the developer.
ð Free
$
Intervention is available free of charge
$499 or less
$$$ $1,000-$1,499
$$$$ $1,500-$1,999
Please make sure the footnote for Start Up Cost is included on every other page of the At-‐a-‐glance table.
$$ $500-$999
Also include the footnote that begins with the word “Note”. $$$$$ $2,000 or more
Also include the footnote that begins with the word “Note”.
Ongoing costs
Some
Please minterventions
Please
ake sure the fm ake shave
ure
ootnote for ongoing
the footnote
Start for is Scosts
Up Cost tart Up Cassociated
included ost
on eis very other owith
included pn age of the
every othe Aintervention.
ther page of the
t-‐a-‐glance These
At-‐a-‐glance
table. table. typically
include
Also include the Also include
footnote the bfegins
that ootnote that
with the bw
egins
ord w ith the word “Note”.
“Note”.
things like materials, additional training, and program certifications. When making a decision to
implement
Also include the afootnote
particular that bintervention,
egins with the word programs
“Note”. should consider ongoing costs (not included in this
table) based on existing resources, capacity, space, consultants, etc.
Also include the footnote that begins with the word “Note”.

15
At-A-Glance Table
Explore this table to compare all of the parenting interventions included in this compendium.
Explore this table to compare all of the parenting interventions included in this compendium.
CHILD OUTCOMES CHILD AGE
Ç CHILD ATTACHMENT
È PROBLEM BEHAVIOR
AND/OR RELATIONSHIP
PARENT/ REQUIRED STARTUP
INTERVENTION NAME
Ç SOCIAL AND
FAMILY PRE-‐K (3-‐6) INITIAL QUALIFICATIONS
Ç LANGUAGE
COSTS
Ç COGNITIVE
DEVELOPMENT
PRENATAL
AND LITERACY
WITH PARENT
AND DESCRIPTION
COMPETENCE

EMOTIONAL
OUTCOMES INFANT
TRAINING
TODDLER PRE-‐K+
1-‐2-‐3 Magic Mental health professionals,

A group-‐based behavioral intervention teachers, or any individual
combining psycho-‐education about age-‐
appropriate expectations, child behavior P P

trained to work with parents
$
problems, and parent-‐child interactions
with behavior modification strategies
Abriendo Puertas/Opening Doors No education requirements;
A group-‐based parent-‐informed curriculum leaders need training
to support Latino parents in their role as
certification $$$$$

family leader and their child’s first teacher
Adults and Children Together-‐Raising Minimum qualification is
Safe Kids (ACT-‐RSK) associate degree; bachelor’s
A group-‐based intervention for parents degree preferred
with children from birth to 8 years old,
which aims to help parents and caregivers
P P P

$
Training

provide safe environments in which to raise
children without violence
Chicago Parenting Program (CPP) At least one group leader should
A group-‐based skills training focused on the
parent-‐child relationship
P P
have a master’s degree
$$$$$

Circle of Security (COS) No minimum requirement to
$-‐
P deliver the intervention; minimal
A group-‐based intervention to develop
secure attachments between a child and P

requirements for some trainings
$$$$$
his/her caregiver
Effective Black Parenting Program African-‐American
recommended; undergraduate
(EBPP)
or graduate degrees in fields
A group-‐based sequenced cognitive-‐
behavioral parenting skill training P P
such as social work, psychology,
counseling or education;
$$
intervention adapted from the Confident
supervisor must be a licensed
Parenting Program
mental health clinician
Please make
STARTUP COSTS: sure
the
ð
Free footnote for Start U p Cost is included on every other page of the At-‐a-‐glance table. Also include the footnote that begins
Intervention is available free of charge; $ $499 or less; $$ $500-$999; $$$ $1,000-$1,499; $$$$ $1,500-$1,999; $$$$$ $2,000 or more
with the word “Note”.

Note: This table includes interventions developed by and/or for specific ethnic and cultural groups for which there are
not peer-reviewed published child outcomes. (See “Inclusion Criteria” and “Exclusion Criteria” for more information.)
16
At-A-Glance Table
AND/OR RELATIONSHIP
INTERVENTION NAME
Ç SOCIAL AND
Ç LANGUAGE
COSTS
Ç COGNITIVE
DEVELOPMENT
PRENATAL
AND LITERACY
WITH PARENT
AND DESCRIPTION
COMPETENCE

EMOTIONAL
OUTCOMES INFANT
TRAINING
TODDLER PRE-‐K+
Incredible Years® (IY) Preschool One leader should have master’s

degree or higher
Basic

A group-‐based intervention targeting
parents of preschoolers, teaching parents
how to build school readiness skills and
P P P
$$$$$

partner with teachers and childcare
professionals
Incredible Years® (IY) Toddler One leader should have master’s
degree or higher
Basic $$$$
A group-‐based intervention targeting
parents of toddlers, teaching parents how P P
Varies based
on program
to build school readiness skills and partner size
with teachers and childcare professionals
TM
Legacy for Children Bachelor’s degree in social
A group –based, parent-‐focused public science or education
health preventive intervention model that
consists of regular group meetings of
mothers, including mother-‐only time and P P $

mother-‐child time, to develop and explore
goals for their children with other mothers
in similar situations
Los Niños Bien Educados (LNBE) Completion of intervention
A group-‐based, culturally-‐adapted training required; most
parenting skill-‐building intervention
instructors have college degrees $$

designed expressly for Latino parents
Nurturing Parenting Programs Train the Trainer Workshops
A group and individual evidence-‐based, Prerequisite: Completion of $$$$
family-‐centered intervention to build
nurturing parenting skills and reduce
P P P P P

Facilitators Training Intervention
materials

abusive and neglectful parenting practices
Please make sure the footnote for Start Up Cost is included on every other page of the At-‐a-‐glance table. Also include the footnote that begins
with the word “Interventions
Compendium of Parenting Note”. Note: This table includes interventions developed by and/or for specific ethnic and cultural groups for which there are
17
At-A-Glance Table
AND/OR RELATIONSHIP
INTERVENTION NAME
Ç SOCIAL AND
Ç LANGUAGE
COSTS
Ç COGNITIVE
DEVELOPMENT
PRENATAL
AND LITERACY
WITH PARENT
AND DESCRIPTION
COMPETENCE

EMOTIONAL
OUTCOMES INFANT
TRAINING
TODDLER PRE-‐K+
ParentCorps No minimum educational level;

A school-‐based, group preventive group leaders with backgrounds
P P in mental health; child groups

intervention engaging and supporting
parents and teachers of children entering P
led by educational assistants,
teachers, or family workers
$$$$$
school to mitigate the negative impact of
poverty on early development
Parents as Teachers (PAT) HS diploma or GED and 2 years’ $$$$$
experience in early childhood
A group-‐ and individual-‐based, family-‐
focused parent education intervention P P P
P
(Affiliate)
$

(Subscriber)
Play and Learning Strategies PALS certification; associate
degree or higher
(PALS)
A group-‐based intervention geared for
families with limited resources or “at-‐risk” P P P P
$$$$$
infants, to help parents develop skills for
interacting with their infants and toddlers
Positive Indian Parenting (PIP) No information available
$-‐
A practical and culturally-‐specific group-‐
based training for American Indian/Alaska $$$$$

Native/First Nations (AI/AN/FN) parents to Costs are
help them explore the values and attitudes
dependent
expressed in traditional AI/AN/FN child-‐ upon where
rearing practices and then apply those the training
values to modern parenting is held.
Strengthening Families Program Attend training
(SFP)
$$$$$
A group-‐based, family skills training
intervention providing children’s life skills, P P P
(Training
only)
parenting life skills, and family life skills
sessions
STARTUP COSTS:
ð Free
Intervention is available free of charge; $ $499 or less; $$ $500-$999; $$$ $1,000-$1,499; $$$$ $1,500-$1,999; $$$$$ $2,000 or more
with the word “Interventions
Compendium of Parenting Note”. Note: This table includes interventions developed by and/or for specific ethnic and cultural groups for which there are
18
At-A-Glance Table
AND/OR RELATIONSHIP
INTERVENTION NAME
Ç SOCIAL AND
Ç LANGUAGE
COSTS
Ç COGNITIVE
DEVELOPMENT
PRENATAL
AND LITERACY
WITH PARENT
AND DESCRIPTION
COMPETENCE

EMOTIONAL
OUTCOMES INFANT
TRAINING
TODDLER PRE-‐K+
Systematic Training for Effective No minimal education

requirements; training
Parenting (STEP)
A group-‐based skills training to help parents
deal with frequently encountered
P P P

recommended for professionals
such as counselors and teachers
$

challenges
Triple P Level 2 No minimum requirement;
A “light touch” parenting and family typically delivered by education,
support providing brief assistance to
parents, delivered as part of a group
P P P

health, and welfare professionals $$$$$

seminar or to individual families
Targeted counseling for parents of a child typically delivered by education,
with mild to moderate behavioral
difficulties, delivered either to groups or
P P P

health, and welfare professionals $$$$$

individual families
Targeted counseling for parents of children typically delivered by health,
with more severe behavioral difficulties, education, and welfare
but who may or may not yet meet
diagnostic criteria for a behavioral disorder,
P P P

professionals with post-‐high
school degree
$$$$$

delivered either to groups or individual
families
with the word “Note”.
Note: This table includes interventions developed by and/or for specific ethnic and cultural groups for which there are
19
Peer-Reviewed Published Research and
Outcomes Table
Introduction
For each intervention, this table presents information about the nature of research
on each intervention, and each intervention’s outcomes as demonstrated by that
research. You can use it to quickly compare the evidence across the parenting
interventions included in the compendium.
Information about the amount, kind, and quality of evidence currently available for
each intervention is included here. You will also be able to compare the outcomes
demonstrated by the research on these interventions that has been published
in peer-reviewed journals. This information may be useful as you consider your
choice of parenting interventions and respond to questions from funders and other
stakeholders about the interventions you are considering.
Organization of Table
The categories shown in the table are described below. A key to the abbreviations used is also
provided. See the Glossary for definitions of the terms used in this table.
Research
Intervention name
Name of the intervention and acronym (if any)
Number of peer-reviewed publications
This column provides an assessment of the number of peer-reviewed publications that we were able
to identify for each intervention.
KEY: Limited (1) Adequate (2-10) Extensive (11 or More)

20
Study design
Types of study designs used in the research on each intervention, and the number of studies
completed for each intervention using each of type of design. Study designs considered here include
randomized control trials, quasi-experimental, descriptive, and qualitative (including ethnographic).
Randomized control trials and quasi-experimental study designs are meant to determine whether a
particular outcome is clearly the result of the intervention itself. Descriptive and qualitative studies are
designed to help answer other questions, such as why the intervention causes a certain outcome; for
whom, when, and where it works; and why it may not work for some people in some settings.
Characteristics of measures used
Indicates whether studies used standardized or non-standardized measurement tools, and whether
they used only one or multiple measure(s). Use of standardized and multiple measures can provide
greater certainty about the outcomes demonstrated by a study. However, some study designs (e.g.,
descriptive and qualitative) may not lend themselves to standardized or multiple measures.
(In this category, “standardized” is also used to refer to studies that used standardized and non-
standardized measures to understand the influence of the intervention. “Non-standardized” refers to
studies that used only non-standardized measures.)
KEY Measure
STM Standardized Measure
NSM Non-Standardized Measure
MM Multiple Measure
Largest sample size
Refers only to the study that had the largest number of parents participate. The sample size, or the
number of people participating in a study, can influence the certainty of the findings.
Outcomes
Describes the types of outcomes that the intervention helps to influence. These include child and
parent/family outcomes.
Child outcomes
The following categories indicate child outcomes found in peer-reviewed studies:

• Increased () social and emotional competence
• Increased () language development and literacy (knowledge and skills)
• Increased () cognitive development
• Increased () child attachment and/or relationship with parent
• Decreased () problem behaviors

21
Parent/family outcomes
The following categories indicate parent/family outcomes found in peer-reviewed studies:

• Increased ( ) positive parent relationships and/or interactions with child
• Increased () positive parenting practices and attitudes (knowledge, attitudes, confidence in
parenting, related to all aspects of parenting)
• Increased () positive discipline practices
• Increased () parent well-being (related to depression, social support, violence prevention, anxiety,
inter-parental conflict)
• Increased () knowledge of child development
• Decreased () parenting stress
• Decreased () child maltreatment

22
Peer-‐Reviewed Published Research and Outcomes Table
Peer-Reviewed Published Research and Outcomes Table
Use this table
Use this to compare
table peer-reviewed
to compare published
peer-‐reviewed research
published research about
about and
and ooutcomes for
utcomes for the
the interventions
interventions found
found incthis
in this compendium.
ompendium.
RESEARCH OUTCOMES
STUDY DESIGN CHILD FAMILY
NO. OF PEER
RELATIONSHIPS/ INTERACTIONS
REVIEWED
Ç COGNITIVE DEVELOPMENT
RANDOMIZED CONTROL TRIAL
Ç LANGUAGE AND LITERACY
AND/OR RELATIONSHIP WITH

Ç SOCIAL AND EMOTIONAL
PUBLICATIONS
È CHILD MALTREATMENT
PRACTICES AND ATTITUDES
Ç KNOWLEDGE OF CHILD

INTERVENTION
È PROBLEM BEHAVIORS
Ç PARENT WELL BEING

Ç POSITIVE PARENTING
Ç POSITIVE DISCIPLINE

È PARENTING STRESS
QUASI-‐EXPERIMENTAL
LARGEST SAMPLE SIZE

NAME
Ç POSITIVE PARENT
: LIMITED
CHARACTERISTICS
: ADEQUATE
DEVELOPMENT
OF MEASURES
COMPETENCE
QUALITATIVE
DESCRIPTIVE
WITH CHILD
: EXTENSIVE
PRACTICES
PARENT

STM
(10)
1-‐2-‐3 Magic P NSM 222 P P P P
(3) (3) (1)
MM
Adults and STM
Children (14+)
Together
(11+)
P P P NSM 339 P P P P P P

Raising Safe (1) (5) (5) (5+)
Kids (ACT) MM
Chicago STM
Parenting P P (8+) 504 P P P
Program (CPP) (3) (2) (1) MM
STM
Circle of (9)
Security P P NSM 220 P P P P
(COS) (3) (2) (1) (1)
MM
Effective Black STM
(5)
Parenting
Program
P NSM 173 P P P P
(1) (1) (2)
(EBPP) MM
Characteristics of Measures: STM: STANDARDIZED, NSM: NON-‐STANDARDIZED, MM: MULTIPLE MEASURES
Compendium of Parenting Interventions NOTE: This table includes only those interventions for which there is peer-reviewed, published research on child outcomes.
23
Peer-Reviewed Published
Peer-‐Reviewed Research
Published andand
Research Outcomes Table
Outcomes Table

RESEARCH OUTCOMES
NO. OF PEER
REVIEWED

PUBLICATIONS

INTERVENTION


LARGEST SAMPLE SIZE

NAME
: LIMITED
CHARACTERISTICS
: ADEQUATE
DEVELOPMENT
OF MEASURES
COMPETENCE
QUALITATIVE
DESCRIPTIVE
WITH CHILD
: EXTENSIVE
PRACTICES
PARENT

Incredible STM
(10+)
Years® (IY)
Preschool
P NSM 394 P P P P
(4) (4) (2)
Basic MM
STM
Incredible (10)
Years® (IY) P NSM 208 P P P
Toddler Basic (3) (3) (2)
MM
Legacy for STM

TM
Children P (6) 574 P P
(2) (2) MM
STM
Nurturing (8)
Parenting P P P NSM 528 P P P P P P P P P P
Programs (8) (1) (4) (3) (2)
MM
STM
(12+)
ParentCorps P NSM 1050 P P P P
(3) (3) (2)
MM

24
Peer-Reviewed Published Research and Outcomes Table
Peer-‐Reviewed Published Research and Outcomes Table

RESEARCH OUTCOMES
NO. OF PEER
REVIEWED

PUBLICATIONS

INTERVENTION


LARGEST SAMPLE SIZE

NAME
: LIMITED
CHARACTERISTICS
: ADEQUATE
DEVELOPMENT
OF MEASURES
COMPETENCE
QUALITATIVE
DESCRIPTIVE
WITH CHILD
: EXTENSIVE
PRACTICES
PARENT

STM
(25)
Parents as
Teachers (PAT)
P P NSM 5721 P P P P P P
(6) (3) (3) (1)
MM
Play and STM

(8)
Learning
Strategies
P NSM 264 P P P P P
(3) (3) (1)
(PALS) MM
STM
Strengthening (7)
Families P P NSM 1600 P P P P P P
Program (SFP) (5) (3) (2) (1)
MM
Systematic STM
Training for (14)
Effective P P P P NSM 199 P P P P P P
Parenting (16) (3) (5) (6) (2) (1)
(STEP) MM
STM
(10)
Triple P
Level 2
P P P NSM
(3)
244 P P P P P P
(8) (5) (2) (1)
MM

25
Peer-Reviewed Published
Peer-‐Reviewed Research
Published andand
Research Outcomes Table
Outcomes Table

RESEARCH OUTCOMES
NO. OF PEER
REVIEWED

PUBLICATIONS

INTERVENTION


LARGEST SAMPLE SIZE

NAME
: LIMITED
CHARACTERISTICS
: ADEQUATE
DEVELOPMENT
OF MEASURES
COMPETENCE
QUALITATIVE
DESCRIPTIVE
WITH CHILD
: EXTENSIVE
PRACTICES
PARENT

STM
(17+)
Triple P
Level 3
P P P NSM 129 P P P P P
(8) (4) (2) (2) (3)
MM
STM
(40+)
Triple P
Level 4
P P P NSM
(3)
2207 P P P P P
(62) (43) (3) (16)
MM

26
Profiles
Introduction
The following profiles offer more detail about the interventions listed in the
At-A-Glance Table. Profiles contain information that comes from the developer, the
developer’s website, and/or other publicly available sources. This information (including
costs) is subject to change. The outcomes, however, are based on the scientific evidence from
peer-reviewed publications.
Because the information about each intervention comes from different sources, the
nature of the information available varies across interventions. As a result, the information
presented in some of the sections may also vary from one intervention to the next. You
will find key publications and resources on each intervention in the “References” section at
the end of the compendium.
Organization of profiles
Each parenting intervention profile includes the following information:
Intervention Name
The intervention name and acronym (if any)
Developer
Name(s) of the individual(s) or the organization that developed the intervention
Developer Website
Link to the website about the intervention, offered by the developer (if available)
Contact Information
Name, address, phone, and/or email of best point of contact

27
Intervention Overview
Summary of the intervention based on a comprehensive review of multiple sources. In some instances, we
quote developers directly (indicated by quotation marks).
Families Served
Description of the families served, including characteristics of families that the intervention was intended
for and that have received the intervention, whether documented in research or in other materials
Intervention Objectives
List of the intervention’s objectives (the goals). Developers describe interventions in varying ways. This
section uses information from multiple sources to describe the intervention’s overarching objectives. In
some instances, we quote developers directly (indicated by quotation marks).
Core Components
Overview of the content, delivery method(s), and theoretical or evidence base
Intervention Intensity and Length
Frequency and duration of the intervention
Implementation
Details about implementing the intervention, including the date the intervention was made available to
the public; the number of families served; implementation locations and settings (agencies and sectors);
and more detailed information about families served as reported in various sources
Workforce Qualifications
Minimum professional, training, or other skill requirements to deliver the intervention
Training
Training requirements and availability
Support from the Developer
Additional developer support outside of training
Costs
Costs to purchase the intervention and related materials or training, paid directly to the developer.
This does not include agencies’ implementation or ongoing costs, such as staff time, venue,
marketing, etc.
Languages Available
Languages for which the intervention materials are available
Outcomes

28
Highlights of parent/family and child outcomes as reported in peer-reviewed research publications
Adaptation and Enhancements
Adaptations or enhancements made to the intervention are included here if they have been evaluated. For
related information about changes to the intervention that have not been evaluated for specific groups of
families, settings, or needs, see also “Families Served” and “Implementation.” Adaptations are categorized
here as Child or Parent Special Challenges, Culture, and Different Child Age Groups.

29
1-2-3 MAGIC
The 1-2-3 Magic parenting intervention (1-2-3 Magic) aims to educate

caregivers about age-appropriate expectations and child behavior problems.
The primary focus is on improving parent-child relationships and decreasing Developer:

children’s disruptive and oppositional behaviors, while increasing positive Dr. Tom Phelan
behavior or “compliance.”
Developer Website:
Families Served http://www.123magic.com/
Contact:
Parents and caregivers of children 18 months to 12 years old. Dr. Tom Phelan
Intervention Objectives Parent Magic, Inc.
800 Roosevelt Road, B-309
• Reduce children’s oppositional and disruptive behavior Glen Ellyn, IL 60137
• Improve “compliance with adult requests” Email Address:
• Improve parent-child relationship quality custcare@parentmagic.com
• Reduce family stress Phone Number:
• Increase marital satisfaction
1-800-442-4453
Core Components Training Contact:
Dr. Tom Phelan
1-2-3 Magic consists of parent group interventions, books, DVDs, leader
guides, and booklets geared toward parents, caregivers, child welfare workers,
mental health professionals, pediatricians, and other professionals.
Parents and caregivers can choose to either use the materials and resources on
their own or participate in one of the 1-2-3 Magic parent group interventions.
According to the developer, 1-2-3 Magic teaches the following steps:

1. Control “obnoxious” behavior
2. Encourage good behavior
3. Strengthen relationships
1-2-3 Magic offers parents and caregivers the opportunity to “self-learn at their
own pace.” This can be accomplished through parent groups and materials
such as the 1-2-3 Magic book, 1-2-3 Magic: Effective Discipline for Children
2-12, DVDs, and quick reference guides.
There are 3 two-hour sessions that employ DVDs or PowerPoint presentations.

The sessions can be offered to parent groups or individual parents.

30
Implementation Costs
Number of Families Served The self-guided learning book used as this

intervention’s manual, “1-2-3 Magic: Effective
Approximately 100,000 individuals have attended a Discipline for Children 2-12,” is available on the
1-2-3 Magic seminar. developer’s website for $14.95.
Date Available to Public Training:
Developed and used as a seminar in 1984, 1-2-3 • One-day, six-hour in-person training: $350.00
Magic was published in 1990. (price may vary) per participant including
presentation package
Where Implemented • Local training: $3,500 plus one-day travel
expenses for one trainer
Seminars have been implemented in 48 U.S. states • Online archived six-hour training: $169
and Puerto Rico.
Other materials:
Kinds of Agencies/Sectors • Quick reference guides: $5.95-$12.95
• Mental health clinics • Professional-level presentation kits: $295
• Classrooms • Leader Guide Package: $149.95
• Child welfare agencies
Languages Available
1-2-3 Magic has been used with children with autism
spectrum disorders or other “special needs,” children The 1-2-3 Magic book is available in English, Spanish
who have been maltreated, and families “at-risk.” and over 20 other languages. Other materials (DVD
and materials for children) are available in English
Workforce Qualifications and Spanish.
Child welfare workers, mental health providers, Outcomes
pediatricians, and other professionals are qualified
to provide 1-2-3 Magic in one-on-one session Parent/Family
settings or a group seminar format.
• Improvement in parenting practices
Training • Increases in parental confidence
• Decreased parental stress
Mental health professionals, teachers, or those • Improved parent/family well-being (reduced
trained to work with parents can learn at their own depression)
pace using products such as “presentation packages” • Increased parental knowledge in areas of child
and leader guides. 1-2-3 Magic also provides a development and in behaviors that enhance
six-hour, one-day in-person training or an archived child learning
training conducted by Dr. Phelan, available at
pesi.com. Child
Support from the Developer • Decrease in child problem behaviors

• Improvements in child behavior
Several materials are available to support
providers. Participants can also either purchase the Adaptations and Enhancements
intervention in a book form or attend a local parent
group. Direct support from the developer is not No information available

available.

31
ABRIENDO PUERTAS/
OPENING DOORS
Abriendo Puertas/Opening Doors (AP/OD) is an intervention that aims to

support Latino caregivers in “family leader roles and as their child’s first
teacher.” It is the first intervention created by and for Latino parents and has
also been used in several multicultural settings. AP/OP was intended for use Developer:
with families with low incomes and/or immigrant status. The intervention Sandra Gutierrez
takes a two-generational approach that focuses on both child and parent Developer Website:
objectives. AP/OD is influenced by Paulo Freire’s “popular education” approach. www.ap-od.org/about-us
Parents are further engaged by using art and cultural games. Contact:
Sandra Gutierrez
Families Served
Email Address:
Parents with children 0 to 5 years old sgutierrez@ap-od.org
Phone Number:
Developed by and for Latino caregivers, it has also been used with African- 213-346-3284
American, Asian-American, and Euro-American families. Training Contact:
Intervention Objectives Debbie Ignacio
• Support parents in roles as family leaders dignacio@ap-od.org
• Support parents in roles as children’s first and most influential teachers 213-346-3216
• Build parent leadership skills and knowledge
• Promote family well-being and positive education outcomes for children
Core Components
The AP/OD program uses Paulo Freire’s “popular education” approach. This
centers on “uncovering links between one’s experience and broader historical
and global processes” that will aid in “self-reflection and action/change”.
AP/OD also incorporates Dichos, or popular sayings, to describe each of the 10

intervention sessions. Sessions include culturally familiar activities.
The intervention has four core principles:
1. Parents are their child’s first and most important teacher
2. Parents have the capacity to foster their child’s healthy development
3. Parents can be confident and strong advocates for their children when
they learn to navigate the social systems that have an impact on their
children
4. Parents have the right and responsibility to be civically engaged to

promote success for their children

32
Intervention Intensity and Length of the workshops and become part of a nationwide
network of trainers.
Two-hour sessions are conducted weekly over the
course of 10 weeks. Support from the Developer
Implementation AP/OD has a nationwide network of trainers who

meet annually at a conference to refresh their
Number of Families Served training.
70,000 families since 2007 AP/OD also provides technical assistance as the
Date Available to Public intervention is being implemented, and through
completion of the intervention, at no cost.
According to the developer’s website, AP/OD began
in 2007. Costs
Where Implemented • $2,000 per participant to host a three-day

training institute. Upon successful completion,
Has been used in 270 U.S. cities, 34 states, and 350 participants will be certified to train others and
communities receive all needed implementation materials.
This price is negotiable depending on the
Kinds of Agencies/Sectors location of the intended intervention, and travel
required.
AP/OD has been used by Catholic Charities USA,
Fronteras Education, Latino Policy Forum, National Languages Available
Head Start Association, and Partnership for
Community Action. Spanish, English
AP/OP has been used with families with low incomes Outcomes
and/or with immigrant status.
Parent/Family
• None documented in published peer-reviewed
AP/OD is facilitated by local community studies
organizations and leaders. There are no specific Child
education requirements, only certification in AP/OD.
• None documented in published peer-reviewed
Training studies
AP/OD uses a “train-the-trainer” approach and offers Adaptations and Enhancements
workshops that cover the 10 sessions, the cultural
and linguistic relevance of the intervention, and No information available
popular education strategies.
Training is conducted by the developers, on-site

at local agencies, or off-site at training institutes
in several locations throughout the United States.
Participants are certified to train others at the end

33
ADULTS AND CHILDREN
TOGETHER RAISING
SAFE KIDS
The Adults and Children Together Raising Safe Kids (ACT-RSK) intervention
aims to help parents and caregivers provide safe environments in which to
raise children without violence. ACT-RSK is designed to prevent and reduce
child maltreatment, increase positive, nonviolent parenting skills, and reduce Developer:
children’s aggression. ACT-RSK is a community-based intervention for groups American Psychological
of parents with children from birth to 8 years old. Association
Families Served Developer Website:
http://actagainstviolence.
Parents or caregivers of children ages 0 to 8 apa.org
ACT-RSK has been adapted for and piloted with incarcerated fathers. Contact:
American Psychological
Intervention Objectives Association
• Educate parents and caregivers about positive, effective parenting
Violence Prevention Office
• Strengthen families and create a safe and healthy environment that
prevents child maltreatment 750 First Street, NE
Washington, DC 20002-4242
Core Components Email Addresses:
The ACT-RSK curriculum is based on these foundations: Julia M. Silva:
jsilva@apa.org
1. The early years of life are a critical time in development when children are Ayesha A. Gaston:
learning basic skills that have long-term effects on their lives. agaston@apa.org
2. Parents and caregivers can be the best providers of role modeling. Training Contact:
http:// actagainstviolence.
3. Exposure to maltreatment early in life can have serious and long-lasting
apa.org/ training/
impacts on emotional, cognitive, and behavioral development.
workshops/index. html
4. The motivational interviewing (MI) approach and techniques are
embedded into the curriculum to help parents decide to change parenting
practices and promote positive behavioral changes.
5. Cultural competence is a primary objective in the training of intervention

group facilitators, and guides thoughtful curriculum adaptations.
Given these considerations, ACT-RSK focuses on educating parents and

caregivers of young children about child development, risk factors for and
impact of maltreatment on children, and positive ways to solve problems,
manage anger, and discipline children.

34
Intervention Intensity and Length Support from the Developer
Nine weekly two-hour groups for parents and Oversight of implementation is provided by the
caregivers APA Violence Prevention Office in collaboration
with the directors of the five ACT Regional Centers
Implementation through regular emails, the ACT listserv, conference
Number of Families Served calls, Skype, webinars, and the two-day annual ACT
Leadership Seminar at the American Psychological
According to the developer, approximately 2,000 Association headquarters in Washington, DC.
families per year
The Violence Prevention Office functions as
Date Available to Public a catalyst and focal point, creating a sense of
community and collaboration among all involved.
Launched in 2001
Costs
Where Implemented
One-Time Costs (Per Person)
Used in over 100 communities throughout the
United States and in Puerto Rico • $125-220 for the Facilitator Training
Kinds of Agencies/Sectors Languages Available

• Education settings
• Community health centers English, Spanish, Portuguese, Greek, Japanese, and
• Clinics Mandarin Chinese
• Prisons Outcomes
• Shelters
• Places of worship Parent/Family
• Social service agencies
• Improved parenting practices
ACT-RSK has been used and researched with • Improved child development knowledge
Euro-American, African-American, and Hispanic/ • More positive attitudes about parenting
Latino families as well as families consisting of • Expanded behavioral management skills
underinsured/uninsured immigrants, primarily from • Improved disciplinary practices including a
Latin America. reduction of harsh and physical discipline
• Improved parent/family well-being including
Workforce Qualifications better social support, social problem solving,
The minimum qualification accepted to be an anger management, and increased knowledge
ACT-RSK facilitator is an associate’s degree, and a of violence prevention
bachelor’s degree is preferred. Training is offered for • Improved communication with children
organizations and various professionals including Child
but not limited to counselors, social workers, mental
health providers, law enforcement personnel, • Reduction in child problem behaviors
medical staff, childcare workers, and educators. • Reduction in child bullying of peers
Training Adaptations and Enhancements
Two-day training for individuals who wish to No information available

become ACT-RSK group facilitators are conducted
by certified trainers at five ACT Regional Centers and
other sites in the United States.

35
CHICAGO PARENT
PROGRAM
Chicago Parent Program (CPP) was developed with the participation and input
of a panel of seven African-American and five Latino parents. The intervention
focuses on the parent-child relationship to build positive parenting strategies Developer:
that promote children’s socio-emotional development while reducing Deborah Gross, Christine Garvey,
behavior challenges.
Wrenetha Julion
www.chicagoparentprogram.org
Parents and caregivers of children 2 to 5 years old Contact:
CPP was originally developed for African-American and Latino parents with Chicago Parent Program
low incomes raising young children in urban communities. It is designed to Rush University College of
serve a “culturally and economically diverse audience.” Nursing
600 South Paulina, Ste. 1080
Intervention Objectives Chicago, IL 60612
• Nurture child social and emotional development Email Address:
• Reduce child behavior challenges
cppinfo@chicagoparentprogram
• Promote positive parenting strategies while reducing harsh or inconsistent
.org
parenting behaviors
Training Contact:
Core Components cppinfo@chicagoparentprogram
.org (Chicago area)
CPP is delivered through parent groups using video vignettes that show
learn@jhu.edu (Baltimore area)
parent-child interactions in the real world and in challenging situations. Group
leaders use the videos to guide discussion about solving common parenting
challenges. The intervention maintains that there is no one correct way to
parent and tries to be respectful of parents’ ideas and values.
Below is an outline of the Chicago Parent Program:

• Unit One: The Value of Your Attention
• Unit Two: Using Your Authority Wisely
• Unit Three: Managing Your Stress
• Unit Four: Sticking with the Program
CPP is delivered in two-hour weekly sessions over 11 weeks, supplemented by

one booster session four to eight weeks later.
Implementation
Number of Families Served
Developer estimates that over 1,000 families have been served

36
Date Available to Public Costs
Copyrighted and available to the public in 2002 Training Costs
Where Implemented • On-site two-day training for up to 20
participants: $4,000 total plus travel expenses
Purchased by agencies in 19 states and the District for trainers
of Columbia • Workshops in Chicago or Baltimore: $1,500 per
Kinds of Agencies/Sectors person (includes DVD set, manual, lunch) or
$1,200 per person (manual, lunch, participants
• Early childhood centers need direct access to a DVD set)
• Head Start and preschool programs
• Social service agencies Initial Materials
• Schools for teen mothers • Chicago Parent Program (4 DVDs and 1 Group
The intervention is also being replicated in Leader Manual): $699
numerous community-wide prevention initiatives, • Group Leader Manual: $85
including: • Session handouts: $20 per packet
• Harlem Children’s Zone in New York City Other Costs
• Project LAUNCH programs in Chicago and the
District of Columbia • Fidelity review for one session: $175
• Baltimore City Schools in Baltimore, MD • Phone/in-person consultation and coaching: $70
per hour
A tablet-based delivery method was created in 2013.
Languages Available
Spanish, English
CPP certification is obtained for group leaders
through training. The developer recommends Outcomes
that two group leaders facilitate CPP, and that at
least one has a background in mental health and a Parent/Family
master’s degree. Other recommended qualifications • Improved parenting practices—greater
are experience leading groups, interpersonal skills, parenting self-efficacy and positivity
and some knowledge of early child development. • Decrease in use of corporal punishment
Training • More positive disciplinary practices
A two-day required training is offered in Chicago Child

or Baltimore or on-site at local agencies for group • Decreased behavior problems
leaders. Participants receive a CPP Group Leader
Certification upon completion and have the option Adaptations and Enhancements
to receive more training later.
CPP has been adapted for a family-based obesity
Support from the Developer prevention intervention that conveys messages
about healthy eating, physical activity, and sleep,
The developer offers optional fidelity reviews of within a general parenting program.
audio-recorded sessions, phone and email technical
assistance. Phone or in-person consultations
and coaching are available to group leaders and
agencies using CPP.

37
THE CIRCLE
OF SECURITY
The Circle of Security (COS) is a group-based intervention designed to create a

secure attachment between children and their caregivers, or help them shift to
one. Research has shown that children with secure attachments to caregivers Developer:
have stronger emotional, social, and cognitive resources than their non-secure Glen Cooper, Kent Hoffman,
peers.
Bert Powell
• Circle of Security Parenting (COS-P) is “more scalable” and “less intense” Developer Website:
than COS. http://circleofsecurity.net/
• Circle of Security Home Visit (COS-HV) is a modification of COS to home- Contact:
visiting programs. 35 W Main, Suite 260
Families Served Spokane, WA 99201
Email Address:
“High-risk” parents or caregivers of children ages 0 to 5 info@circleofsecurity.org
Intervention Objectives Phone Number:
• Promote or shift to secure parent-child attachment for better child 509-462-2024
outcomes Training Contact:
• Help parents recognize child cues that signal exploration and seeking of registration@
haven of safety
circleofsecurity.org
• Help parents learn appropriate responses and sensitivity to child’s
attachment needs
Core Components
The COS intervention’s curriculum is based on attachment theory, object

relations theory, and family systems theory. The intervention protocol has five
caregiver aims:
1. Explore a relationship with her/his child by establishing the therapist or
group as a secure base for the caregiver
2. Support “sensitivity and appropriate responsiveness” through learning
about child attachment needs
3. Learn to identify children’s signals regarding their internal states and
needs, especially related to attachment during children’s exploration
4. Increase empathy by reinforcing reflection about self and child’s emotions,
cognitions, and behaviors during interactions
5. Increase reflection on the impact of his/her own developmental history on
caregiving behavior
20 weekly 75-minute sessions with five or six caregivers

38
Implementation related to COS. Required for supervisors of COS
sessions to obtain certification.
Number of Families Served - Developer recommends purchasing
No information available this book: The Circle of Intervention:
Enhancing Attachment in Early Parent-
Date Available to Public Child Relationships.
• Master Seminar: One-day seminar for individuals
1998 who have completed the Intensive Training
Where Implemented Support from the Developer
No information available No information is available about ongoing support
beyond the training.
Kinds of Agencies/Sectors
Costs
• Head Start
• No other information available One-Time Costs Per Person (group discounts may
be offered)
Multiple versions of COS have been developed for
specific groups of families, including those with: • $250-275 Introductory Training
• $650-750 Core Sensitivities Training
• A child enrolled in Head Start
• $900-1950 Parenting Training and DVD
• “At-risk” infants
• $2100-3200 10-day Intensive Training plus $200
• “Street-dependent” parents
certification exam
• Teenage parents
• TBA Master Seminar Price announced once
• Incarcerated mothers
session is available
COS has also been used with families with low-
Languages Available
incomes and single fathers.
English/Australian, Danish, Italian, Japanese, Spanish
Outcomes
There is no minimum requirement to become a
certified practitioner of COS. The Parenting Training Parent/Family
and DVD as well as the Core Sensitivities Training
have minimal requirements. See “Training” for more • Reduced parenting stress
information. • Improved parenting practices
Training Child
There are several different trainings offered: • Increased secure attachments

• Fewer children categorized as having a
• Introductory Training: One-day training on COS disorganized or insecure attachment style
that covers basic understanding of attachment
theory, treatment planning, and clinical Adaptations and Enhancements
application
• Parenting Training and DVD: Four-day seminar Child or Parent Special Challenges
on how to use the COS to educate parents. Adaptations of Circle of Security include:
Anyone who provides parenting education or
counseling to parents of young children can • Circle of Security-Parenting
attend. • Circle of Security-Home Visit
• Core Sensitivities Training: Three-day training for
Circle of Security-Parenting (COS-P) Registered
Parent Educators, mental health and service field
professionals, and early intervention specialists
• Intensive Training: 10-day training for clinicians
interested in assessment and treatment planning
39
EFFECTIVE BLACK
PARENTING
PROGRAM
Effective Black Parenting (EBPP) is a cognitive-behavioral parenting skills

training intervention adapted from the Confident Parenting Program. The
focus of the intervention is to address issues specific to African-American
Developer:
parents, related to parenting skills. EBPP emphasizes helping parents change
the “harsh disciplinary practices” that “originated historically as survival Kerby T. Alvy, PhD
adjustments to slavery,” and helping convey positive messages to their Center for the Improvement
children about their cultural heritage. of Child Caring (CICC)
Developer Website:
Families Served
www.ciccparenting.org/
EBPP was originally developed for parents of African-American children ages 2 EffBlackParentingDesc.aspx
to 12. Most of its evaluation studies have been conducted with families in this Contact:
community. However, since 1988, EBPP has been used with teenage African- Center for the Improvement
American parents and their babies, and with African-American parents of
of Child Caring
adolescents.
10975 Bluffside Dr., #1422
Intervention Objectives Studio City, CA 91604
Email Address:
• Help parents enhance the quality of their relationships with their children
• Use parenting strategies and skills shown to be helpful in raising pro- kalvy@ciccparenting.org
social, competent, and healthy children Phone Number:
• Convey positive messages about cultural heritage 818-358-4858
• Help parents guide children’s development away from delinquency, Training Contact:
dropping out of school, and substance abuse http://www.ciccparenting.
Core Components org/cicc_InstrWrkShps_314.
aspx
EBPP uses a “black achievement perspective” known as “The Pyramid of
Success for Black Children.” Parents are provided information about three
content areas:
• Culturally-specific parenting strategies

• General parenting strategies
• Basic parenting skills
During parent groups, parent behaviors and interactions are modeled and
then role-played before parents use these skills at home.
EFPP is delivered in 14 weekly three-hour sessions that end with a graduation

ceremony.

40
Implementation Training
Number of Families Served Training is required for instructors and conducted in-
person in several locations throughout the country.
150,000 parents were enrolled between 1979 and The five-day training workshops train individuals
2003. We found no information about the number of on how to use resources to help implement the
families served after that date. program.
Date Available to Public Support from the Developer
Since 1988 No information is available about ongoing support
Where Implemented beyond the training.
40 states and the District of Columbia Costs
Kinds of Agencies/Sectors Training
• Educational • Five-day intensive workshop with Instructor’s Kit:

• Clinical $975 per person
• Faith-based Languages Available
• Child Welfare
English
EBPP has been used with families with low incomes.
Outcomes
Parent/Family
Training is required to deliver an EBPP class. The ideal
instructor would be African-American with a positive • Increased use of positive parenting practices
ethnic identification and a background in child • Improvement in parent-child relationships
development, African-American studies, behavior
modification, and group processes. Most instructors Child
have an undergraduate or graduate degree in social • Reduction in problem behaviors - withdrawal
work, psychology, counseling, or education. and hyperactivity
Adaptations and Enhancements
EBPP is an adaptation of the Confident Parenting

Program (see Intervention Overview above). No
information is available about adaptations of EBPP.

41
INCREDIBLE
YEARS® PRESCHOOL
BASIC PROGRAM
The Incredible Years (IY) Preschool Basic Program (Preschool Basic Program) is
part of the IY series and is designed for parents of children ages 3 to 6 years.
This group-based intervention teaches parents how to build their children’s
school readiness skills, and encourages them to partner with teachers Developer:
and childcare professionals to promote children’s social and emotional Dr. Carolyn Webster-Stratton
development. Developer Website:
The IY series includes interventions for parents and teachers, and children of www.incredibleyears.com
different age groups. Some of these interventions are detailed below: Contact:
The Incredible Years, Inc.
• Parents and Babies: For parents with children ages birth to 12 months 1411 8th Avenue West
• Toddler Basic: For parents with children ages 1 to 3 years Seattle, WA 98119
• Preschool Basic: For parents with children ages 3 to 6 years
Email Address:
• School Readiness: For parents with children in preschool
incredibleyears@
• Autism and Language Delays: For parents with children with ages 2 to 5
years who are on the autism spectrum or have a language delay incredibleyears.com
Phone Number:
Families Served 206-285-7565
Parents with children 3 to 6 years of age Training Contact:
incredibleyears@
Intervention Objectives incredibleyears.com
• Promote child social-emotional development, language development, and
school readiness
• Strengthen parent-child interactions and attachment
• Positive discipline replaces harsh discipline
• Encourage parents to work with teachers and child care professionals to
build child’s social-emotional regulation and skills
Core Components
The IY parenting program targets risk and protective factors through its
interventions to help parents achieve long and short-term goals. The IY
interventions are based on five key principles:
1. Respect and affirm cultural differences

2. Explore, understand, and address possible cultural barriers to intervention
content
3. Help parents apply strategies to achieve their goals
4. Work collaboratively with interpreters
5. Promote a supportive group and empower parents

42
The Preschool Basic Program includes: Workforce Qualifications
• Using positive attention, coaching, and play • Prior training in child development and
to promote attachment and bonds between cognitive social learning theory
children and their parents • Experience with young children, parents, and
• Using praise and incentives to encourage families, focused on parenting skills and family
cooperative behavior interactions
• Using positive discipline – rules, routines • Interpersonal, leadership, and group skills
and effective limit setting as well as handling • At least one course in child development
misbehavior and training in social learning theory are
recommended
The Preschool Basic Program consists of the • At least one of two group leaders should have
following sessions (programs): a master’s degree or higher, or comparable
Program 1: Strengthening Children’s Social Skills, educational background
Emotional Regulation and School Readiness Skills Training
Program 2: Using Praise and Incentives to While training is not required to implement the
Encourage Cooperative Behavior IY series, it is highly recommended to maintain
Program 3: Effective Limit Setting intervention fidelity.
Program 4: Handling Misbehavior Basic Parent Group Leader Training
Intervention Intensity and Length Three-day training to lead three different basic
parenting programs: Toddler Program, Preschool
The IY Preschool Basic Program is delivered in 18 to Basic Program, Early School Age Program. Training
20 weekly two-hour group sessions. can be conducted at the agency’s site with 15 to 25
participants, or in Seattle. Certifications available at
For prevention groups, there is a 14-week version a fee.
available.
One-to-one Home Visit Coaching is available if
parents cannot attend parent groups. IY provides an Agency Readiness Questionnaire to
help agencies determine readiness for adopting
Implementation the IY programs. Ongoing in-person or phone
consultation is available for a fee.
Costs
No information available
One-time Costs
Date Available to Public
• $1,595 for nine-DVD set, leader manual, home
Made publically available from 1987
activities, The Incredible Years: a troubleshooting
Where Implemented guide book for parents of children 2-8, set of four
Wally’s Detective Books for solving problems,
Used in 36 U.S. states Piggy Bank Refrigerator Magnet, Parenting
Pyramid Poster
• Also available in an English/Spanish combo
No information available package for $1,895
Incredible Years series have been researched with

Asian, Latino, African-American, Native-American,
and Euro-American families.

43
Training Adaptations and Enhancements
• $500 per-trainee Basic Parent Group Leader Protocols for use as a prevention or treatment
Training program for children with conduct problems and/
• $1,650-$2,000 daily fee for three days at agency or ADHD (Attention Deficit Hyperactivity Disorder)
site training, plus travel expenses are available.
• $150-250 additional phone consultation fee
• $200 one-day update or consultation day help Children of other ages
in Seattle Other IY versions include:
• $525 certification fee ($175 if supervisory
report approved by certified mentor) • Parents and Babies
• Toddler Basic
Discounts available for bundle and bulk ordering. • School Readiness
Additional cost information is available on the
website.
Languages Available
English, Danish, Swedish, Finnish, Spanish,

Norwegian, Portuguese, Russian, Dutch, French
Outcomes
Parent/Family
• Increased positive parenting practices

• Improved use of effective discipline and praise
Child
• Reduction in behavioral problems

• Improved social emotional behaviors and affect
• Improved social competence

44
INCREDIBLE YEARS®
TODDLER BASIC
PROGRAM
The Incredible Years (IY) Toddler Basic Program (Toddler Program) is part of the
Incredible Years Series and is designed for parents of children ages 1 to 3 years
old. It is designed to show parents how to help their children “feel loved and
secure and how to encourage their toddlers’ language, social, and emotional Developer:
development.”
Dr. Carolyn Webster-Stratton
The IY series includes interventions for parents, teachers and children for Developer Website:
different child age groups. Some of these interventions are detailed below: www.incredibleyears.com
Contact:
• Parents and Babies: for parents with children ages birth to 12 months The Incredible Years, Inc.
• Toddler Basic: for parents with children ages 1 to 3 years
1411 8th Avenue West
• Preschool Basic: for parents with children ages 3 to 6 years
Seattle, WA 98119
• School Readiness: for parents with children in preschool
Email Address:
• Autism and Language Delays: for parents with children with ages 2 to 5
years who are on the autism spectrum or have a language delay incredibleyears@
incredibleyears.com
Families Served Phone Number:
Parents with children 1 to 3 years of age 206-285-7565
Training Contact:
Intervention Objectives incredibleyears@
The objective of the Toddler Program is to promote child social development. incredibleyears.com
Parents learn:
• How to help toddlers feel secure and loved

• Skills and activities to promote toddlers’ language, social, and emotional
development
• To use positive discipline
• Techniques to handle separations and reunions
• How to set up clear and predictable routines
Core Components
The IY parenting program targets risk and protective factors through its
interventions to help parents achieve long- and short-term goals. The IY
interventions are based on five key principles
1. Respect and affirm cultural differences

2. Explore, understand, and address possible cultural barriers to intervention
content
3. Help parents apply strategies to achieve their goal
4. Work collaboratively with interpreters
5. Promote a supportive group and empower parents

45
The Toddler Program includes: Workforce Qualifications
• Child-Directed Play Promotes Positive • One of the two group leaders should have
Relationships a master’s degree or higher, or comparable
• Promoting Toddler’s Language with Child- educational background
Directed Coaching • Prior training in child development and
• Social and Emotion Coaching cognitive social learning theory (at least one
• The Art of Praise and Encouragement course)
• Spontaneous Incentives for Toddlers • Experience with young children, parents, and
• Handling Separations and Reunions families, focused on parenting skills and family
• Positive Discipline—Effective Limit Setting interactions
• Positive Discipline—Handling Misbehavior • Interpersonal, leadership, and group skills
Intervention Intensity and Length Training
The IY Toddler Basic Intervention is delivered in 12 While training is not required to implement the
to 13 weekly two-hour group sessions with 10 to IY series, it is highly recommended in order to
14 participants per group. maintain intervention fidelity.
A supplemental home coaching model is available. Basic Parent Group Leader Training
This can be used to help recruit parents into the
groups, for make-up sessions, or for learning Three-day training to lead three different basic
during extended intervals between sessions. It parenting programs: Toddler Program, Preschool
also includes enhanced learning opportunities for Basic Program, Early School Age Program. Training
“high-risk” and referred by child welfare families by can be conducted at agency site with 15 to 25
providing additional home practice. participants, or in Seattle. Certifications available
for a fee.
Implementation
Developer provides an agency readiness
No information available questionnaire to help determine whether an
agency is ready to adopt the IY programs. Ongoing
Date Available to Public in-person or phone consultation is available at a
Developed in 1984 fee.
Where Implemented Costs
Used in 36 U.S. states One-Time Costs
Kinds of Agencies/Sectors • $895.00 Implementation cost for Incredible

Years Toddler Program. Includes DVD set with
No information available six DVDs; Comprehensive Leader’s Manual,
Home Activities for Toddlers Series, guide book,
The Incredible Years series have been researched Toddler’s Parenting Pyramid Poster, Piggy Bank
with Asian, Latino, African-American, Native- Refrigerator Magnet. English and Spanish
American, and Euro-American families. version is $1,095
• $17.95 For The Incredible Years: A
Troubleshooting Guide for Parents of Children
Aged 2-8 Years

46
Training Child
• $500 Per trainee basic parent group leader • Reduced behavioral problems
training held in Seattle
• $1,650-$2,000 Daily fee for three-day training Adaptations and Enhancements
at agency site plus travel expenses Protocols for use as a prevention or treatment
• $150-$250 Additional phone consultation fee program for children with conduct problems and/
• $200 One-day update or consultation day in or ADHD (Attention Deficit Hyperactivity Disorder)
Seattle, WA are available.
• $525 Certification fee ($175 if supervisory
report approved by certified mentor) Children of Other Ages
Discounts available for bundle and bulk ordering. Other IY versions include:
Additional materials and pricing are available on
the website. • Parents and Babies
• Preschool Basic
Languages Available • School Readiness
English, Spanish, Danish Parent or Child Special Needs
Outcomes • Autism and Language Delays Program
Parent/Family
• Reduced parenting stress

• Increased parent self-efficacy
• Improved parenting practices
• Improved quality of mother-child interactions

47
LEGACY FOR
CHILDREN™
The Legacy for Children™ is a group–based, parent-focused public health

preventive intervention model that consists of regular group meetings
of mothers, including mother-only time and mother-child time. The
main purpose of the meetings is to provide low-income mothers with an Developer:
opportunity to develop and explore goals for their children with other mothers Centers for Disease Control
in similar circumstances. Developer
www.cdc.gov/ncbddd/
Legacy for Children™ has been used with families from several cultural childdevelopment/legacy.
backgrounds who are experiencing poverty and expecting a child or have
html
children 0 to 5 years old.
Contact:
Intervention Objectives Lara Robinson, PhD, MPH
Child Development Studies
• Promote maternal responsibility and investment, and mothers’ devotion of
time and energy for their children Team
• Promote responsive, sensitive mother-child relationships Division of Human
• Support mothers as guides to their children’s behavioral and emotional Development and Disability
regulation NCBDDD/CDC
• Promote mothers’ facilitation of their children’s verbal and cognitive 4770 Buford Hwy MS-E88
development
Atlanta, GA 30341-3717
• Promote mothers’ sense of belonging to a community
Email Address:
Core Components legacyforchildren@cdc.gov
Phone Number:
Legacy for Children™ is implemented in group sessions supplemented by
one-to-one meetings with program facilitators during home visits or group 404-498-3822
meetings. Through Legacy for Children™: Training Contact:
Lara Robinson
• Mothers are encouraged to discuss and try out parenting practices
through mothers-only and mother-child interaction time in a non-
judgmental setting
• Mothers are encouraged to discuss and set parenting goals with support
from their community
• Mothers build positive parenting behaviors, engage in sensitive
interactions with their children, and feel more effective in their parenting
• Facilitators reinforce content conveyed in the group interactions through
one-on-one support
• Facilitators support each mother’s ability to judge what is best for herself
and her children

48
Intervention Intensity and Length Support from the Developer
One-and-a-half to two-hour sessions conducted Pre-implementation assessment is used to

weekly over the course of either three or five years, determine an organization’s potential fit with the
depending on the curriculum chosen (prenatal to program. The Centers for Disease Control and
age 3 or birth to age 5). Prevention provides phone-based (individual and
group) technical assistance and fidelity support site
Implementation visits for all implementation sites that have been
Number of Families Served trained. Technical assistance is provided to the
trained implementing sites at no charge.
160 families since becoming publicly available
Costs
Date available to Public
One-time costs for materials:
Made publicly available in 2011
• Curriculum: Available free online or $80-$100
Where Implemented for a four- or five-binder hard copy set
• Implementation guide: Free online, or $20 per
Delivered in cities across seven states hard copy
• Quality assurance forms and tools: Free
Languages Available
English
Legacy for Children™ has been used with African-
American, Latino, European-American, and Haitian- Outcomes
American families.
Parent/Family
Workforce qualifications
• None documented in current studies
Each Legacy site requires at least one group leader
and a group supervisor. Qualifications for Legacy Child
staff include, but are not limited to: bachelor’s level
training in social sciences, experience working • Decreased risk for behavioral problems
with children, knowledge and understanding • Increased support for social-emotional
of early child development, experience working competence
with mothers from low-income households, and • Decreased risk for hyperactivity (ADHD)
experience facilitating group interactions. Adaptations and Enhancements
Training No information available
Training by the developers is available both on-site
at local agencies and off-site in Atlanta, Georgia
at the Centers for Disease Control and Prevention.
The training is done over a five-day period and
provided at no cost to eligible dissemination pilot
sites or participants. Certification is provided upon
successful completion of training and fidelity
evaluation. Interested programs should contact
the CDC for additional information on training
costs related to their program, pre-implementation
assessment, and the availability of training and
technical assistance resources.

49
LOS NIÑOS
BIEN EDUCADOS
Los Niños Bien Educados (LNBE) is adapted from the Confident Parenting
Program (CPP). It is the country’s first parenting intervention adapted
specifically for Latino families. It was designed for use with families with low
Developer:
incomes. LNBE consists of small group sessions with parents focused on cultural
experiences and practices, child behavior, and parenting. Adapted in the late Kerby T. Alvy, PhD
1970s, it was intended as a response to the criticism about the lack of cultural Center for the Improvement
sensitivity of parenting interventions at the time. of Child Caring (CICC)
Developer Website:
Families Served
Https://www.Ciccparenting.
Latino families with children 0 to 18 years old org/losninosbieneddesc.
aspx
LNBE has been used with parents in the United States from Mexico, Cuba,
Puerto Rico, and Central and South America, and with new immigrant groups, Contact:
as well as second-, third-, and fourth-generation immigrant groups. Kerby T. Alvy, PhD
CICC
Intervention Objectives 10975 Bluffside Dr. #1422
• Increase families’ protective factors and decrease risk factors that can lead Studio City, CA 91604
to negative child outcomes such as substance abuse and conduct disorders Email Address:
• Decrease child abuse kalvy@ciccparenting.org
• Increase warm parenting skills and appropriate discipline Phone Number:
Core Components 818-358-4858
Training Contact:
The core intervention of Chicago Parenting Program was adapted for Latin http://www.ciccparenting.
American families and cultural experiences and practices specific to “the
org/cicc_InstrWrkShps_314.
community.” Rather than trying to modify their family cultures, it invites parents’
input on the topics they will be learning about. aspx
LNBE consists of small group sessions in which parents are asked to define
what they think it means for children to be bien and mal educado (respectful
and disrespectful), which specific child behaviors relate to their definitions, and
how they can learn skills to increase bien educado behaviors and decrease mal
educado behaviors.
Dichos, or cultural sayings, common in several latin american cultures, are used
to reflect cultural wisdom in parenting skills. The intervention content includes:
• Culturally-specific parenting strategies

• General parenting strategies
• Basic parenting skills—taught using Latin American expressions and
sayings (dichos)
• Special topical coverage

50
Intervention Intensity and Length Costs
Either 12 three-hour sessions or a one-day brief • $975 – Training for one person and instructor’s
seminar kit with training materials
• $415 – Instructor’s kit only
Implementation • $19 – Parent handbook
Number of Families Served • $15 – Parent guide for one-day seminar
Over 2,000 instructors have been trained Languages Available
Date Available to Public English, Spanish
1988 Outcomes
Where Implemented Parent/Family
Trained instructors in 20 states and used in both • None documented in published peer-reviewed
rural and urban settings studies
Kinds of Agencies/Sectors Child
• Educational groups • None documented in published peer-reviewed

• Clinical groups studies
• Faith groups Adaptations and Enhancements
• Child welfare
LNBE is an adaptation of the Confident Parenting
It has been used with families with low incomes. Program (see Intervention Overview above). No
Workforce Qualification information available about adaptations of LNBE.
Training is required to become a LNBE instructor.

Ideally, instructors would be bilingual in Spanish
and English, with a Latin American heritage and
positive ethnic identification. Additionally, the
ideal instructor would have knowledge in child
development, Latin American studies, behavior
modification, and group processes.
Most instructors have an undergraduate or

graduate degree in social work, psychology,
counseling, education, or a similar field.
Training
Five-day intensive and interactive training sessions,

with a graduation ceremony, are held all over
the country. Organizations or agencies can also
request a workshop at a convenient location.
Developer does not provide support in addition to

trainings and implementation materials

51
NURTURING PARENTING
PROGRAMS
The Nurturing Parenting Programs (NPP) are family-centered interventions
designed to build Nurturing Parenting skills and reduce abusive and
neglectful parenting practices. The trauma-informed sessions are either
delivered through group-based programs, home-based programs, or a Developer:
combination of the two. Stephen J. Bavolek
Developer Website:
Families Served
http://nurturingparenting.
All of the NPP programs described in this profile are for expectant families or com/
families with children 0 to 5 years old. Contact:
NPP serves teenage and adult parents experiencing risk factors, or interested Dr. Stephen J. Bavolek
in learning parenting skills or in preventing child abuse. Phone Number:
1-800-688-5822
Interventions are also available for military families, teen parents, families Email Address:
with substance abuse, and families with a child with special needs.
fdr@nurturingparenting.com
Intervention Objectives Training Contact:
Family Nurturing Center
• Stop intergenerational cycle of child maltreatment
• Empower families to be self-sufficient fnc@nurturingparenting.com
• Increase parental knowledge in and skills related to child development
• Increase parent-child attachments and positive family experiences
Core Components
NPP teaches parents to replace hurtful parenting patterns with the following
healthy parenting patterns:
• Prenatal bonding and neonatal attachment
• Empathy that positively responds to the needs of children
• Discipline that maintains the dignity of children
• Self-awareness and understanding of the parents’ own childhood
• Sense of empowerment to make good choices that promote personal and
community health
The Nurturing Parenting Programs included in this compendium are
categorized into the following levels:
1. Primary Prevention - Education: Seeks to empower families by improving
their parenting skills and knowledge base
2. Secondary Prevention - Intervention: Serves teen and adult parent
families experiencing “risk factors” (i.e., poverty, low education, etc.) and
moderate levels of “dysfunction”
3. Comprehensive Programs - Provide long-term, comprehensive parenting
education suitable for programs like Head Start, Healthy Start, and home
visitation programs

52
Intervention Intensity and Length Crianza Con Cariño Programa Para Padres y Niños
is designed for Spanish-speaking families with
The Nurturing Parenting Programs range from children birth to age 5. All intervention materials
five to 55 sessions, depending on child age and assessment tools were developed and
ranges and program level: normed for Latino families.
1. Primary Prevention—Education: NPP has also been used with African-American,
• Prenatal Program: Nine group Latino, Euro-American, and multi-racial families.
and 18 home-based sessions
2. Secondary Prevention—Intervention:
• Nurturing Skills for Families Program: Only the train the trainers workshops have
Group/home-based, sessions vary requirements. Participants must have a minimum
of two years’ experience implementing a
3. Comprehensive Programs complete Nurturing Parenting Program, have
• Parents & Their Infants, Toddlers & expertise in the philosophy and goals of NPP and
Preschoolers: 27 two-and-a-half-hour in the assessments and inventories used in NPP,
weekly group sessions and 55 home-based and have two letters of recommendation.
sessions. Agencies can modify weekly
sessions to one and a half hours Support from the Developer
• Spanish Speaking Parents & Their Children
Birth to 12 Years: 27 two-and-a-half- Family Development has 111 trainers/consultants
hour weekly group and 55 home-based and family nurturing centers in 14 states available
sessions to answer questions and concerns. The corporate
office also has a staff person available to answer
*See website for additional programs serving questions and provide technical assistance.
different populations and ages
Training
Implementation
Training is not required but is available for
Number of Families Served individuals who want formal training and
recognition. Several different trainings are offered
Information is confidential, but a developer in various states at different times:
estimate is 1.2 million in the past 32 years for all
of the age ranges • Facilitator Training Workshops teach
individuals how to implement the NPP
Date Available to Public • Training of the Trainers Workshops are three-
Published and made publicly available in 1983 day facilitator trainings that teach individuals
how to implement the NPP as well as teach
Where Implemented others how to implement NPP
• Specific Nurturing Program Training
There are Family Nurturing Centers in 14 U.S.
Workshops are based on NPP models validated
states
by research
Costs
Community agencies, departments of mental
health and social services, parent education One-Time Costs for Materials
programs for “abusive and neglecting” parents,
prisons, correctional facilities and residential • $1,064.85 Prenatal Program
institutions, all four branches of the military • $1,924.95+ Nurturing Skills for Families
through their new parent support programs, First Program
Five parenting programs throughout the state of • $1,639.85+ Parents and Their Infants,
California, Head Start/Early Head Start and Early Toddlers, & Preschoolers
Start programs nationwide • $1,574.95+ Spanish Speaking Parents & Their
Children Birth to 12 Years

53
Training Costs Adaptations and Enhancements
• $250-475 Per registration to Facilitator Child or Parent Special Challenges
Training Workshops
• $395 Per registration to Training of the Additional NPP programs are available to meet
Trainers Workshops tertiary prevention goals, i.e., Treatment for
• $400 Per registration to a session of Specific families who have been referred to parenting
Nurturing Program Training Workshops education by mental health/social services.
(Special pricing offered to agencies who meet Children of Other Ages

requirements to host three-day seminar)
• Nurturing Parenting Programs for parents and
Ongoing Implementation costs their school-age children 5 to 12 years
• Nurturing Parenting Programs for parents
• $40 Per year to maintain training recognition and adolescents (13 to 19 years old)
Languages Available
English, Spanish, Arabic, Hmong
Outcomes
Parent/Family
• Improved family attachment and cohesion
• Improved positive discipline including reduced
use of corporal punishment
• Improved parenting skills
• Improved knowledge of child development
and age-appropriate expectations
• Improved parent/family well-being (decreased
anxiety & increased self-efficacy)
• Reduction in maltreatment incidents six
months after the intervention
Child
• Improvement in social and emotional behavior

• Reduction of problem behavior including
aggression, dominance, disruptive behavior,
social insecurity, and academic immaturity
• Reduction in maltreatment incidents and
re-reports

54
PARENTCORPS
ParentCorps is a population-level approach to reduce the impact of
poverty on early childhood health and development by engaging and
supporting both parents and teachers of young children. It is broadly
available, engaging, and effective for low-income, minority children
living in large urban centers. ParentCorps builds on the strengths of Developer:
culturally-diverse families and aims to address the challenges of raising Laurie Miller Brotman, PhD,
and educating children in this context. Esther Calzada, PhD, and
Families Served Spring Dawson-McClure
NYU School of Medicine,
Parents/caregivers and teachers of children 3 to 6 years old
Department of Population
Designed to be a “universal intervention” for all children and to recognize Health, Center for Early
the diversity, such as immigration status and cultural identity, found in Childhood Development
urban areas
Health and Development
Intervention Objectives Developer Website:
• Engage and support communities of parents and early childhood http://pophealth.med.nyu.
teachers edu/divisions/cehd/
• Promote high-quality home and classroom experiences for young parentcorps
children
Email Address:
• Strengthen children’s learning, behavior, and health
parentcorps@nyumc.org
Core Components Contact:
227 East 30th St., 1st Floor
ParentCorps uses three key components to target its objectives.
Parents can participate in a Parenting Program that promotes social, New York, NY 10016
emotional, and behavioral regulation skills. Children who are in pre-K Phone Number:
can attend the Friends School, a child group that occurs at the same 646-754-5192
time as the Parenting Program, and that teaches social, emotional, and Training Contact:
behavioral regulation skills. Friends School is designed to complement Kimberly Tortora
the Parenting Program. Teachers of the child group provide feedback to kimberly.tortora@nyumc.
parents after each session.
org
Families learn how to:
• Use positive discipline techniques
• Establish structures and routines for children
• Engage in positive parent-child interactions
• Tailor these skills to their cultures, values, and goals
In addition, professional development is available for pre-K and

kindergarten teachers and assistants, school mental health professionals,
parent support staff, and leadership, to help them strengthen home/
school connections and promote social, emotional, and behavioral
regulation skills.

55
Intervention Intensity and Length Costs
The parenting program and friends school is One-Time Costs for Materials
delivered over 14 weekly two-hour sessions.
Professional development takes place over • ParentCorps start-up materials for four child
the course of two school years, starting in the group leaders and one parent group leader:
summer prior to implementation of the Parenting $2,000
Program and Friends School. • Family group materials: $30 per family
Implementation Training Costs:
Number of Families Served • ParentCorps web-based training: $50 per user

• Five-day in-person training: $5,000 total for up
Serves approximately 1,000 children a year to four participants
• Two-day on-site consultation: $5,000 plus
Date Available to Public travel expenses
• Group leader coaching: $2,000
Since 2002 • Ongoing phone and email support: $150 per
Where Implemented hour
Implemented in 36 schools and community-based Languages Available

organizations in New York City
English, Spanish
Outcomes
• Educational settings
Parent/Family
ParentCorps has been used and researched with
African-American, Latino, Euro-American, and • Improved parenting practices and attitudes
Afro-Caribbean families. • Improved behavior management skills
• Increased parental involvement in early
Workforce Qualifications learning
• Improved parent well-being (reduction in
ParentCorps parent group leaders should be obesity)
mental health professionals with experience in
group facilitation and behavior management. Child
Professionals qualified to conduct the child
• Increased social and emotional skills
groups are educational assistants, family workers,
• Improved school readiness
pre-K teachers, or mental health professionals.
• Higher academic achievement in reading and
Training math (kindergarten and second grade)
• Higher academic performance (pre-K through
Professional development includes training for second grade)
mental health professionals and early childhood • Reduced problem behaviors (pre-K through
teachers to help them implement the programs second grade)
with fidelity.
Child or Parent Special Challenges
The developers partner with school districts
to plan for all aspects of adaptation, capacity In 2010, the Parenting Program and Friends
building, sustainability, and evaluation, and for School were enhanced with additional content on
ongoing support for quality improvement. physical health (sleep, activity, eating).
Culture
There are currently two feasibility studies
underway for the following community:
• Asian-Americans
56
PARENTS AS TEACHERS®
Parents as Teachers (PAT) is a universal-access, family-focused parent education
intervention. The intervention focuses on early detection of children’s
developmental delays and health concerns, and on parents’ knowledge of Developer:
early childhood development, parenting practices, and school readiness. It is Parents as Teachers
often coupled with the PAT home visiting model but can be used in early care
Developer Website:
and education settings that provide home-based services.
www.parentsasteachers.org
Families Served Contact:
Expectant families and families with children up through the kindergarten year Parents as Teachers
National Center
PAT has been implemented with families with low incomes, teen parents,
2228 Ball Drive
first-time parents, immigrant families, families with substance abuse or mental
health issues, and families of diverse cultures and ethnicities. St. Louis, MO 63146
Phone Number:
PAT may be modified to be culturally responsive to “special populations,” or
866-729-4968 or
offered in conjunction with other early care and education programs.
314-432-4330
• Increase parent knowledge of early childhood development and improve Pam Henningsen
parenting practices
pam.henningsen@
• Provide early detection of developmental delays and health issues
• Prevent child abuse and neglect parentsasteachers.org
• Increase children’s school readiness and school success Daryl Rothman, National
Partnerships Director
Core Components
daryl.rothman@
PAT is based on theories of human ecology, empowerment, self-efficacy, and parentsasteachers.org
developmental parenting.
The intervention includes home visitation; parent group meetings; periodic

developmental, health, vision and hearing screens; and community
collaboration.
Areas of focus are:

• Parent-Child Interaction – child development, positive parenting behaviors,
and positive parent-child relationships
• Development-Centered Parenting – attachment, discipline, health, nutrition,
safety, sleep, transitions, and routines
• Family Well-Being – relationships with family and friends, basic essentials,
education and employment, physical health of the family, mental health and
wellness, early care and education, recreation, and enrichment

57
The Parents as Teachers intervention and • Health care facilities
approach are aligned with the five Head Start • Nonprofit and social service agencies
essential domains of language, cognitive, social- • Head Start and Early Head Start agencies
emotional, and physical development, and
approaches toward learning. They also align PAT has been used with African-American, Euro-
with the Office of Head Start’s Parent, Family and American, and Latino families.
Community Engagement Framework, supporting
each of the family engagement outcomes Workforce Qualifications
associated with the Framework. Minimum qualifications for parent educators are
a high school diploma or GED and two years of
previous supervised work experience with young
Personal visits: Approximately 60 minutes children and/or parents.
delivered weekly, every two weeks, or monthly,
The developer recommends a bachelor’s degree
depending on family needs, over the course of
in early childhood education, human services, or
two or more years.
a related field.
Group connections: A minimum of 12 group
connections (family activity, presentation, Training
community event, ongoing group, or parent cafe) Training is required to become a PAT “subscriber”
per year. or “affiliate”. An agency may become a
Screening: At least one annual developmental “subscriber” to use PAT’s materials for the
and health child screening and family-centered intervention within an early childhood program.
assessment Agencies interested in affiliation must meet
specific requirements, perform a Readiness
Resource Network: Ongoing connection to, Reflection, and complete an Affiliate Plan, found
brokering of, and collaboration with community on the website www.parentsasteachers.com.
resources
Foundational Training: A three-day training lays
Implementation the foundation for the PAT approach to home
visitation within an early childhood system. After
Number of Families Served this training, individuals can become subscribers
and will have access to online Foundational
Over three million families have used PAT services Curriculum materials.
since 1985
Foundational 2 Training: A two-day training
Date Available to Public that complements Foundational Training and
is designed for agencies serving families with
1985
children ages three through kindergarten. After
Where Implemented this training, participants have access to online
Foundational 2 Curriculum: 3 years through
Used in over 2,000 cities throughout all 50 states Kindergarten materials
and in over 1,000 American Indian and Alaska
Native communities. Model Implementation Training: A two-day
training building on Foundational Training and
Kinds of Agencies/Sectors designed for parent educators and supervisors
whose programs meet the requirements for
• School districts affiliation.
• Family resource centers

58
Coursework includes strategies to help agencies Child
fully implement the PAT model according to its
quality standards. • Higher cognitive achievement
• Improved language ability
Support from the Developer • Improved social skill development including
persistence in task mastery
PAT offers additional trainings both online and • Higher scores on standardized measures of
in person, on a variety of topics, as a la carte reading, math, and language in elementary
options. Examples of training include “Partnering grades
with Teen Parents” and “Working with Diverse
Families.” Adaptations and Enhancements
Affiliates are offered technical assistance to Culture
meet quality standards and requirements. In
addition, all affiliates participate in a PAT Quality The Bureau of Indian Education’s Family and
Endorsement and Improvement review during Child Education (FACE) program was culturally
their fourth year of implementation and every adapted for American Indian and Alaska Native
five years thereafter. populations.
Costs Child or Parent Special Needs
Approved PAT Curriculum/Intervention Users Supporting Care Provides through Personal Visits
(SCPV) is designed to support educators who
Core training: $800 (Foundational) support child care providers.
Annual renewal fee: $195 per user (includes

access to online curriculum for one year)
Languages Available
English, Spanish, and German (materials and in-
person services)
Outcomes
Parent/Family
• Improved parent practices that promote
school readiness
• Higher likelihood of telling stories, reciting
nursery rhymes, and singing with children
• Improved parenting practices including the
amount of time spent with child
• Improved understanding of child
development
• More language and reading promotion at
home, including more-frequent trips to library
and modeling reading and writing enjoyment
• Increased parent involvement in parent
conferences, classroom volunteering, and
homework assistance
• Increased likelihood of parents’ enrolling
children in educational preschool programs

59
PLAY AND LEARNING
STRATEGIES
Play and Learning Strategies (PALS) is designed to help parents build
skills that promote children’s social-emotional, cognitive, and language
development. The parent-child relationship is the focus of the home-based Developer:
intervention delivered through one-on-one sessions with coaches and Susan Landry, PhD
parents. Developer Website:
https://www.childrenslearnin-
Families Served
ginstitute.org/programs/play-
Parents and caregivers of children 5 months to 4 years old. Typically, PALS and-learning-strategies-pals/
serves mothers and families with limited resources or “at-risk” infants, such as Contact:
infants born premature.
Children’s Learning Institute
Intervention Objectives 7000 Fannin, Ste 2300
Houston, TX 77030
• Strengthen the parent-child relationship
Email Address:
• Support children’s language, cognitive, and social development
• Help parents learn to respond sensitively to child’s positive and negative susan.landry@uth.tmc.edu
signals Phone Number:
• Help parents learn to maintain child’s interest and attention 713-500-3710
• Help parents increase the frequency and quality of language input Training Contact:
Dr. Ursula Johnson
Core Components
Ursula.y.johnson@uth.tmc.edu
PALS provides an infant curriculum and intervention for families of
children ages 5 months to 1 year, and a toddler/preschool curriculum and
intervention for families of children age 18 months to 3 years. Both versions
have the same objectives, with content adjusted to be developmentally
appropriate.
PALS participants have one-to-one sessions with coaches that offer parents
the opportunity for guided practice, watching skills in action, listening,
talking, and doing. Videotaped examples are used to model behavior and
parenting skills before parents practice these skills with self-reflection of
their own behaviors.
The PALS infant sessions cover concepts such as child signals, warm and
sensitive contingent response, how to attend to infants’ focus of attention
and build their interest, how to use language to label objects, using
responsive interactive behaviors in everyday situations, and practicing
responsive behavior.
The PALS toddler/preschool sessions also cover concepts such as warm and
sensitive contingent response, how and when to respond contingently, how
to attend to child focus of attention and build their interest, and labeling

60
objects. The sessions cover additional concepts Training
such as behavioral guidance to help child learn to
cooperate, and verbal scaffolding. Training and certification is offered in person
either in Houston, Texas or at local agency sites.
Both the PALS infant and toddler/preschool Participants can be trained in either PALS infant
interventions have sessions covering child or toddler/preschool in two-and-a-half days or in
and family routines, and parent expectations both of the intervention versions in five days.
and beliefs, and to review, with an alternative
caregiver, the concepts learned. Support from the Developer
Intervention Intensity and Length No other developer support is provided.
One-to-one sessions are held weekly for 90 Costs

minutes over 11 weeks for the infant intervention,
or over 14 weeks for the toddler intervention. Training Costs:
There is flexibility to break sessions into two • Five-day training for infant and toddler/
parts and extend the length of time the PALS preschool: $6,300 for up to 12 participants
intervention lasts. There is a $630 certification fee per person
Implementation per curriculum. Does not include travel and
materials.
Initial Materials:
• Infant or toddler/preschool curriculum that
Date Available to Public includes curriculum DVD, manual, toy bag,
video camera and tripod, DVD player: $735
PALS became publically available around 2009/10,
after research was completed. Since then, Languages available
adaptations have been implemented in other
states. English, Spanish
Where Implemented Outcomes
PALS has been implemented in 10 states. Parent/Family
Kinds of Agencies/Sectors • Improved maternal relationship-building

including contingent responsiveness, warmth,
• Education settings sensitivity, and support of child’s attentional
• Head Start focus
• Faith groups • Improved maternal verbal encouragement and
• Community centers instruction with child
• Decreased physical intrusiveness
PALS has been used with African-American, Euro-
American, and Latino families, families with low Child
and middle incomes, and families with children
with low birth weights. • Greater use and development of early
language skills including use of words
Workforce Qualifications • Higher levels of and greater increases in infant’s
cooperation
Training and certification is necessary to become
a PALS coach. Individuals should also have an Adaptations and Enhancements
associate degree or higher in early childhood or a
related field, or the work experience equivalents No information available

61
POSITIVE INDIAN
PARENTING
The National Indian Child Welfare Association’s (NICWA) Positive Indian
Parenting (PIP) curriculum consists of eight sessions that provide a practical
and culturally-specific training for American Indian/Alaska Native/First
Nations (AI/AN/FN) parents to explore the values and attitudes expressed in Developer:
traditional AI/AN/FN child-rearing practices and then apply those values to National Indian Child Welfare
modern parenting. Association (NICWA)
Developer Website:
PIP draws on the strengths of historic Indian child-rearing practices
using storytelling, cradleboards, harmony, lessons of nature, behavior http://www.nicwa.org/
management, and the use of praise. It also addresses the historic impact of Contact:
boarding schools, intergenerational trauma and grief, and forced assimilation Ashley K. Harding
on parenting; it empowers Indian families to reclaim their right to their Community Development
heritage to be positive parents. PIP is strengths based, conveying a message Specialist
that our ancestors’ wisdom is a birthright for AI/AN/FN parents.
National Indian Child Welfare
PIP was developed and published by NICWA in 1987 as a grassroots effort in Association (NICWA)
consultation with diverse tribal elders across the United States and Canada. 5100 SW Macadam Ave, Ste.
The curriculum is meant to be flexibly delivered from tribe to tribe, being 300
tailored to reflect different tribes’ cultures while keeping the core principles
Portland, OR 97239
intact.
Email Address:
Families Served akay@nicwa.org
Phone Number:
PIP is intended to be provided to AI/AN/FN families and children.
503-222-4044, ext. 159
Lauren Shapiro
• Empower AI/AN/FN families, children, and communities
• Help families, children, and communities explore values and attitudes Portland, OR 97058
expressed by traditional AI/AN/FN child-rearing practices, and their lauren@nicwa.org
application to modern parenting skills 503-222-4044, ext. 118
• Promote the development of characteristics such as responsibility, self-
awareness, and spirituality for AI/AN/FN families and children
Core Components
The PIP intervention consists of eight sessions delivered in a group or single-
family format. It can be delivered in a community setting or in a family’s
home. The session topics include:
Session 1: Traditional Parenting
Session 2: Lessons of the Storyteller
Session 3: Lessons of the Cradleboard
Session 4: Harmony in Child Rearing
Session 5: Traditional Behavior Management

62
Session 6: Lessons of Mother Nature Kinds of Agencies/Sectors
Session 7: Praise in Traditional Parenting American Indian/Alaska Native/First Nations
Session 8: Choices in Parenting tribes
Intensity and Length Urban Indian organizations
Eight 90-minute flexible group or individual Other child and family service agencies/
family sessions organizations
Training Workforce Qualification
The train-the-trainer curriculum is provided No information available
through:
Developer Support
• On-site, in-community training
• NICWA training institutes Consultation is available at an hourly rate.
Participants are certified to train upon Costs

completion. They also receive 16 CEUs from the
Three-day trainings at the NICWA in Portland,
national association of social workers.
Oregon: $295-$495 per person for the “early bird”
Implementation and regular rates. Includes training manual and
16 ceus.
Number of individuals trained
Three 3-day on-site trainings: $2,000 per day
PIP has been implemented since 1987; however, plus $40.00 per participant for materials. Travel
due to the train-the-trainer format of the PIP (includes mileage, accommodations, and meals)
curriculum, there is no mechanism for tracking is billed in addition to the workshop fees.
the number of total individuals trained in PIP.
Languages Available
NICWA has trained over 5,000 individuals through
on-site training and training institutes. Each of English
these certified trainers trains dozens or even
Tribes can adapt PIP to be taught in their own
hundreds of Indian parents.
languages. A version not provided by the
Number of Families Served developers is available in Ojibwa. Others may also
be available.
NICWA does not track this information on behalf
of those trained. However, each PIP-trained tribe, Outcomes
urban organization, or child-and family-serving
Parent/Family
organization records this information.
• None documented in published peer-
reviewed studies
Used since 1987
Child
Where Implemented
• None documented in published peer-
PIP is used and implemented among numerous reviewed studies
tribes and urban AI/AN/FN communities across
the United States and Canada.
No adaptations have been conducted beyond
For more information on how to connect with
those for a wide range of AI/AN/FN tribes and
a tribe or urban Indian community about their
communities.
implementation, please contact NICWA at
(503) 222-4044.

63
STRENGTHENING
FAMILIES PROGRAM
The Strengthening Families Program (SFP) is a family skills training
intervention that provides children’s life skills, parenting life skills, and family
life skills sessions to strengthen parenting and overall family functioning.
Developer:
Families Served Dr. Karol Kumpfer
SFP is designed for “high-risk families” with children 0 to 3, 3 to 5, 6 to 11, and Developer Website:
12 to 16 years old. Strengtheningfamilies
program.org
Intervention objectives
Contact:
• Strengthen parenting skills Dr. Jeanie Ahearn Greene or
• Improve children’s behavior Dr. Karol Kumpfer
• Improve social skills
• Reduce child depression and aggression Email Address:
• Enhance family functioning sfp@ahearngreene.com
Phone Number:
Core Components
240-460-3931
Parents and children meet separately for one hour to participate in the Training Contact:
parenting skills and children’s life skills sessions. They rejoin during the Hope Heffernan
second hour to take part in the family life skills session.
812-787-1668
Intervention topics: strengtheningfamiliestraining
• Parenting Life Skills @gmail.com
- Social rewards for “good behavior”
- Effective discipline
- Clear communication
• Children’s Life Skills
- Social and life skills
- Effective communication
- Problem-solving and coping skills
• Family Life Skills
- Therapeutic child play
- Family meetings
- Plan family activities

Courses are delivered in 10 to 14 weekly two-hour group sessions. Each
session begins with a meal, followed by parents’ and children’s classes,
ending with a one-hour family class. Group sessions include 10 to 15 families
per session.

64
Implementation The training fee includes a master set, on CD, of
SFP course materials for one age group in one
Number of Families Served language and permanent site-limited license for
the agency’s own use. Single-fee contracts cover
An estimated 25,000 individuals have
training, all travel, and CD.
participated in SFP within the last 10 years.
Date Available to Public Languages Available
Initially developed and evaluated in 1982-1986 SFP 0-3 and 3-5 available in English only;
Where Implemented SFP 6-11 available in English and Spanish
No information available Outcomes
Kinds of Agencies/Sectors Parent/Family
Treatment centers, courts, adult and juvenile • Improved parental supervision and
detention, tribes, probation services, child monitoring
protection services, and child maltreatment • Increased parenting practices including
prevention providers better efficacy, higher confidence, greater
involvement
SFP has adapted the intervention for African- • Improved parent well-being including
American, Asian/Pacific Islander, Hispanic, and reductions in depression and parent alcohol
American Indian families. and drug use
• Increased positive parenting behavior
Workforce Qualifications including effective limit setting, discipline, and
communication
Implementing SFP in an agency requires a • Decreased parental stress
minimum of five trained staff: • Improved family organization, cohesion,
• Two group leaders for parents communication, strength, and resilience
• Two group leaders for children • Decreased family conflict
• One site coordinator • Higher family reunification rates and fewer
• Care provider(s) for out-of-class children days in foster care for families in which a child
had been removed from the biological home
Training Child
SFP requires training for four group leaders and • Reduction in problem behaviors,including
a site coordinator. Two-day trainings include the aggression, and hyperactivity, and depression
conceptual basis of SFP, structure and staffing • Improved social skills including more pro-
of classes, core skills, and critiqued, role-played social behavior at home
delivery of classes. Training for agencies is • Improved concentration
delivered on-site.
Culture
Technical assistance by phone and email
included in group leader training fees SFP has been culturally adapted for the following
groups:
Costs
• African-American
• $4,400 for two-day training of 35 or fewer • American Indian/Alaska Native
group leaders, plus two trainers’ travel • Latino
expenses
• $3,700 for two-day training of 15 or fewer, plus
one trainer’s travel

65
SYSTEMATIC TRAINING
FOR EFFECTIVE PARENTING:
EARLY CHILDHOOD
Systematic Training for Effective Parenting (STEP) provides skills training
for parents to give them the tools they need to deal with frequently
encountered parenting challenges.
Developer:
Early childhood STEP adapts the STEP principles and techniques for use STEP Publishers
with parents of young children, focusing on child behavior, self-esteem,
communication, cooperation, discipline, and social and emotional Developer Website:
development. www.steppublishers.com
Contact:
Families Served
Barb Browe
Parents of children birth to age 6 Email Address:
steppublishers@gmail.com
Phone Number:
• Improve parents’ understanding of natural and logical consequences 800-720-1286
• Reduce parental stress
Training Contact:
• Reduce parents’ potential to be physically abusive
• Improve understanding of child behavior and misbehavior workshops@
• Improve general family functioning steppublishers.com
• Improve communication between parents and children
• Improve parental confidence
Core Components
“Lectures” are presented in group format in combination with interactive
activities including role-plays, exercises, discussions of hypothetical
parenting situations, and the sharing of personal experiences.
Optimal group sizes range from six to 14 parents.
Topics include:
• Understanding children’s goals in misbehaving
• Using encouragement to build children’s confidence and self-esteem
• The use of natural and logical consequences and family meetings
• Communication skills including reflective listening and responding to
nonverbal messages
• Developing the parent-child relationship

One-and-a-half to two-hour sessions, delivered weekly for seven weeks.

66
Implementation Costs
Number of Families Served One-time costs include the STEP kit and
handbook, and the optional training. The Early
Over four million parents Childhood STEP kit is $345; the Parenting Young
Children parents’ handbook sells for $16.99.
Quantity discounts are available.
Began in 1976
The early workshop fee (training) is $299. There
Where Implemented are discounts for second registrants and those
who have already purchased the STEP kit.
All 50 United States
Languages Available
Kinds of agencies/sectors
English, French, German, Japanese, Spanish
Used in over 1,000 schools, community agencies,
churches, and mental health treatment facilities Outcomes
STEP has been used with families with low and Parent/Family
middle incomes and parents who have a drug
addiction, foster parents, single mothers, and • Improved parent-child interaction
African-American, Euro-American, and Latino • Reduced parenting stress
families. • Improved parenting practices and attitudes
including more positive perceptions of
Workforce Qualifications children, and better problem solving,
communication, and affective responsiveness
There are no minimum educational requirements • Higher tendency to encourage verbalization
to become a STEP leader. Training is not required • Improved positive discipline, specifically a
but is recommended for individuals of the reduced tendency to be strict and better
helping professions, such as counselors and social behavior control
workers. • Improved family well-being including better
quality of family environment and family
Training functioning
While training is not required, one-day trainings Child
are available in locations throughout the united
states for individuals interested in leading a • Improved child self-concept
group. • Improved locus of control
Support from the Developer Adaptations and Enhancements

Developer support consists of an Early Childhood No information available
STEP kit which includes a leader’s guide, DVDs
and a video, and a parents’ handbook, along with
other outreach posters.

67
TRIPLE P – POSITIVE
PARENTING PROGRAM
LEVEL 2
Triple P—Positive Parenting Program (Triple P) is a multilevel parenting
and family support intervention designed to prevent and treat behavioral
and emotional problems in children and teenagers. There are five levels of
interventions of increasing intensity and narrowing population reach. Developer:
Matthew Sanders, PhD, Director,
Triple P level 2 is a “light touch” intervention providing brief assistance to
parents who are generally coping well but who have one or two concerns Parenting and Family Support
with their child’s behavior or development. Center, School of Psychology
The University of Queensland
Other Triple P levels are listed below: Brisbane, Australia
• Level 3: “Brief private sessions or two-hour discussion group to target Developer Website:
everyday problem” http://triplep.net
• Level 4: “Group courses or intensive one-on-one sessions for more serious Contact:
behavior issues”
Triple P America, Inc.
• Level 5: “Intensive support for parents at risk of child maltreatment, or
families with other serious problems” P.O. Box 12755
Columbia, SC
Families Served Email Address:
Parents with children birth to 12 years old, and teen parents contact.us@triplep.net
Phone Number:
Intervention Objectives 803-451-2278
• Increase parental competence, knowledge, and confidence in using Training Contact:
positive parenting, and reduce coercive parenting Triple P America
• Reduce child behavior and emotional problems
• Reduce parenting stress, family conflict
• Build positive community culture about parenting support
Core Components
The Triple P system is based on five core principles of positive parenting:
• Ensuring a safe, engaging environment
• Promoting a positive learning environment
• Using assertive discipline
• Maintaining reasonable expectations
• Taking care of oneself as a parent
Triple P Level 2 focuses on:
• Power of positive parenting
• Raising confident, competent children
• Raising resilient children

68
Intervention Intensity and Length Workforce Qualifications
• Three 90-minute to 2-hour seminars delivered No specific qualifications for delivering Triple
to a group of parents. Agencies/communities P Level 2 intervention are required. However,
typically provide at different lengths and facilitators should have some knowledge of child
frequency (i.e., weekly for three weeks) development and child mental health challenges,
• Individual consultation consisting of a brief and have skills related to child behavior and
follow-up visit or phone call emotional problems.
• Parents can attend any number of the three
seminars as they do not build off of each other Training
Implementation Individual and agency-based onsite trainings
Number of Families Served • Brief Primary Care Triple P: two-day

training; one-day pre-accreditation; one-
No information available day accreditation. (Two ½-day workshops
with maximum 10 participants each.) No
Date Available to Public prerequisites.
• Selected Seminars Triple P training: one-day
Triple P core intervention for parents of children
training, one-day accreditation. (Two ½-day
0 to 12 began Groups in 1998 and Primary Care in
workshops with maximum of 10 participants
1999.
each.)
Where Implemented
Pre-requisite course: Brief Primary Care, Primary
Used in urban, suburban, and rural areas in the Care, Group, or Standard Triple P course
United States, Triple P has trained people in 36
• Agencies can select one or several Triple P
states to date; level-specific information is not
courses that meet the needs of the families
available.
they are serving and choose interventions for
Kinds of Agencies/Sectors particular age groups or risk categories, or
interventions that use a delivery method most
Mental health, education, parent education, suitable for the practitioners and the families
family practice/pediatrics, child welfare, and they serve.
others
Triple P also offers an Indigenous Triple P Provider
Training Course. Implementation support is offered to
organizations purchasing Triple P Provider
The developers view the intervention as Training Courses. Support options include:
intentionally broad so that providers or facilitators
can make necessary adaptations to fit the needs • Clinical Support Days
of their communities. • Telephone Support for Managers and
Coordinators
• Workshop Series
• Strategic Project Consultation
• Triple P Inc. will also tailor support options
for an organization and/or practitioners
on request (e.g., consultation calls, tailored
workshops)

69
Costs Adaptations and Enhancements
Costs of training and support materials are not Child or Parent Special Challenges
publicly available. Associated costs of the courses
are described in the Triple P Training Guide, Other Triple P adaptations include:
which is available by request. An implementation
• Level 3
consultant can provide quotes for each site.
• Level 4
Languages Available • Level 5
Seminar – Parent materials are available in

English, Spanish, French Canadian, Japanese,
Swedish, and Urdu.

Brief Primary Care – Parent materials are
available in English and Spanish. Some materials
are available in Chinese (traditional), French
Canadian, Japanese, Portuguese, Swedish, and
Urdu.
Outcomes
Parent/Family
• Improved parenting practices, parenting
satisfaction, and efficacy
• Improved parent adjustment and well-being
• More positive parent-child relationship quality
• Improved family well-being, specifically
reduction in inter-parental conflict
Child
• Improved social and emotional skills
• Reduction in frequency and number of child
problem behaviors
• Lower rates of child maltreatment, out-of-
home placements, and hospitalizations

70
PARENTING PROGRAM
LEVEL 3
and emotional problems in children and teenagers. There are five levels
of interventions of increasing intensity for increasingly specific groups of Developer:
families. Matthew Sanders, PhD, Director,
Parenting and Family Support
Triple P Level 3 focuses on support for parents of a child with mild to Center, School of Psychology
moderate behavioral difficulties. Level 3 interventions deal with a specific
common, non-clinical problem behavior or issue. Parents are taught The University of Queensland
“thought generalization enhancement strategies” to encourage positive Brisbane, Australia
behaviors. Developer Website:
http://triplep.net
Other Triple P levels are listed below:
Contact:
• Level 2: “One-off seminars or a short private session, when a tip or two is Triple P America, Inc.
all that is needed” P.O. Box 12755
• Level 4: “Group courses or intensive one-on-one sessions for more
Columbia, SC
serious behavior issues”
• Level 5: “Intensive support for parents at risk of child maltreatment, or Email Address:
families with other serious problems” contact.us@triplep.net
Phone Number:
Families Served
803-451-2278
Parents with children birth to 12 years old, and teen parents Training Contact:
Triple P America
• Increase parental competence, knowledge, and confidence in using
positive parenting, and reduce coercive parenting
• Reduce parenting stress, family conflict
Core Components
Triple P Level 3 courses:
• Primary Care Triple P: For parents with a specific child behavior concern.
One-to-one consultations and active skills training.

71
• Primary Care Stepping Stones Triple P: For Workforce Qualifications
parents of children with a disability up to age
12 and a specific child behavior concern. One- No specific educational qualifications for
to-one consultations and active skills training. delivering intervention are required.
• Triple P Discussion Groups: For parents with
Lead practitioners of Primary Care Triple P are
a specific child behavior concern. Focused,
expected to have some knowledge of child
topic-based, two-hour group discussion
development and the impact parenting can have
including dealing with disobedience,
on children, and some experience working with
managing aggression, bedtime routines, and
families.
hassle-free shopping with children.
Training
Individual and agency-based site trainings for
• Individual consultations for parents: Four
work with parents of children 0 to 12 years
20- to 30-minute sessions over one to two
months. • Primary Care Triple P training. Two days
• Group discussions: Four optional two-hour of training, One-day pre-accreditation,
group discussions with 10 families. Two days of accreditation (four 1⁄2-day
accreditation workshops with maximum five
Parents can attend any or all of the four
participants each). Training is for practitioners
discussions.
who regularly offer advice and support to
Implementation parents with children ages 0 to 12 years
during focused consultations carried out
Number of Families Served in the course of providing routine health
surveillance and care.
No information available • Primary Care Stepping Stones Triple P. Three
days of training, two days of accreditation;
Date Available to Public for practitioners who regularly offer advice
Triple P core intervention for parents of children and support to parents with children (aged 0
0 to 12 began Groups in 1998 and Primary Care in to 12 years) with a disability and who have a
1999. specific concern about their child’s behavior
during focused consultations carried out
Where Implemented in the course of providing routine health
surveillance and care.
Used in urban, suburban, and rural areas in the • Triple P Discussion Group Provider training.
United States, Triple P has trained people in 36 One-day training, one-day accreditation; for
states to date; level-specific information is not practitioners who regularly offer advice and
available. support to parents with children ages 0 to 12
years. Prerequisite: Brief Primary Care, Primary
Kinds of Agencies/Sectors Care, Group, or Standard Triple P course
No information available • Accreditation for all courses involves passing
a multiple-choice exam and displaying core
Triple P also offers an Indigenous Triple P Provider competencies in a face-to-face, small-group
Training Course. accreditation session.
• Peer support groups and pre-accreditation
The developers view the intervention as workshops provide practitioners
intentionally broad so that providers or opportunities to practice before the
facilitators can make necessary adaptations to fit accreditation session.
the needs of their communities.

72
Support from the Developer Child
Implementation support is offered to • Improved social and emotional skills
organizations purchasing Triple P Provider • Reduction in frequency and number of child
Training Courses. Support options include: problem behaviors
• Clinical Support Days home placements, and hospitalizations
• Telephone Support for Managers and
Coordinators Adaptations and Enhancements
• Workshop Series
• Strategic Project Consultation Child or Parent Special Challenges
for an organization and/or practitioners Other Triple P adaptations include:
on request (e.g., consultation calls, tailored • Level 2
workshops) • Level 4
• Level 5
Costs
Costs of training and support materials are not
are described in the Triple P Training Guide,
Languages available
Primary Care —Parent materials are available in
English and Spanish. Some materials are available
in Chinese (Traditional), French Canadian,
Japanese, Portuguese, Swedish, and Urdu.
Discussion Group—Parent materials are available
only in English.
OUTCOMES
Parent/Family
satisfaction and efficacy
• More positive parent-child relationship
quality
reduction in inter-parental conflict

73
PARENTING PROGRAM
LEVEL 4
and emotional problems in children and teenagers. There are five levels Developer:
of interventions of increasing intensity for increasingly specific groups of
Matthew Sanders, PhD, Director,
families.
Parenting and Family Support
Triple P Level 4 is for parents of children with more severe behavioral Center, School of Psychology
difficulties, who may or may not yet meet diagnostic criteria for a behavioral The University of Queensland
disorder. Brisbane, Australia
Parents learn a variety of child management skills and how to apply these Developer Website:
skills at home and in their communities. http://triplep.net
Other Triple P Levels are listed below: Contact:

Triple P America, Inc.
• Level 2: “One-off seminars or a short private session, when a tip or two is P.O. Box 12755
all that is needed” Columbia, SC
• Level 3: “Brief private sessions or two-hour discussion group to target
everyday problem” Email Address:
• Level 5: “Intensive support for parents at risk of child maltreatment, or contact.us@triplep.net
families with other serious problems” Phone Number:
803-451-2278
Families Served
Training Contact:
Parents with children birth to 12 years old, and teen parents. Triple P America
• Increase parental competence, knowledge, and confidence in using
positive parenting, and reduce coercive parenting
• Reduce parenting stress and family conflict
Core Components
Triple P Level 4 courses:
• Group Triple P: For parents with concerns about their child’s behavior or

74
who want parenting skills to apply to multiple Kinds of Agencies/Sectors
contexts. Intensive training in positive
parenting. Mental health, education, parent education,
• Standard Triple P: For parents with concerns family practice/pediatrics, child welfare, and
about their child’s moderate to severe others
behavioral problem. Intensive training on a
Triple P also offers an Indigenous Triple P Provider
one-to-one basis.
Training Course.
• Group Stepping Stones Triple P: For parents
of children who have a disability and are up The developers view the intervention as
to age 12, or parents who want parenting intentionally broad so that providers or
skills to apply to multiple contexts. Intensive facilitators can make necessary adaptations to fit
training in positive parenting. the needs of their communities.
• Standard Stepping Stones Triple P: For
parents of children with a disability and Workforce Qualifications
moderate-to-severe child behavioral
problems. Intensive training in positive • Group Triple P: School counselors, nurses,
parenting on a one-to-one basis. psychologists, social workers, and those who
• Triple P Online: Comprehensive, eight- are able to provide long-term regular group
session, Web-based intervention covering interventions
Triple P’s core-parenting skills. • Standard Triple P: Psychologists, psychiatrists,
social workers, family counselors, school
Intervention Intensity and Length guidance officers, behavior management
teachers, and allied health professionals
• Group Triple P: 5 two-hour group sessions • Standard and Group Stepping Stones Triple
and three 20-minute individual telephone P: School counselors, nurses, psychologists,
consultations for a group of up to 12 parents social workers, and parent educators
• Standard Triple P: 10 individualized one-hour
weekly sessions Training
• Group Stepping Stones Triple P: 6 two-and-a-
half-hour group sessions and three 20-minute Individual and agency on-site trainings to work
individual telephone consultations for a with parents of children 0 to 12 years
group of up to nine parents
• Standard Stepping Stones Triple P: 10 • Level 4 courses: Three-day training; One day
individualized one-and-a-half-hour weekly of pre-accreditation; Two-day accreditation
sessions (four ½ day accreditation workshops with
maximum five participants each)
Implementation • Accreditation for all courses requires passing
an exam and displaying core competencies
Number of Families Served in a face-to-face, small-group accreditation
session.
No information available • Peer support groups and pre-accreditation
workshops provide practitioners
opportunities to practice before the
Triple P core intervention for parents of children accreditation session.
0 to 12 began groups in 1998 and primary care in
1999 Support from the Developer
Where Implemented Implementation support is offered to

organizations purchasing Triple P Provider
Used in urban, suburban, and rural areas in the Training Courses. Support options include:
United States, Triple P has trained people in 36
states to date; level-specific information is not • Clinical Support Days
available. • Telephone Support for Managers and
Coordinators
• Workshop Series

75
• Strategic Project Consultation Child
for an organization and/or practitioners • Improved social and emotional skills
on request (e.g., consultation calls, tailored • Reduction in frequency and number of child
workshops) problem behaviors
Costs home placements, and hospitalizations
Costs of training and support materials are not Adaptations and Enhancements
are described in the Triple P Training Guide, Child or parent special challenge
Other Triple P adaptations include:
• Level 2
Languages Available • Level 3
Group—Parent materials are available in English, • Level 5
Spanish, Chinese (Traditional) French Canadian,
Japanese, Portuguese, Swedish, and Urdu.
Standard—Parent materials are available in
English, Spanish, and Portuguese.
Outcomes
Parent/Family
satisfaction, and efficacy
• More positive parent-child relationship
quality
reduction in inter-parental conflict and
improved marital adjustment

76
Glossary of Terms
Glossary Term Definition
Adaptation A change to a core component (essential function) of an intervention
when necessary for the implementation of an intervention in a new
setting, with different conditions, or with families that are different
from those in the original test groups
Attrition The loss of study participants during the course of a study for any
reason. High attrition rates can potentially compromise the validity of
a study.
Comparison group A group of individuals who do not participate in the intervention but
who have characteristics similar to the group of individuals who do
participate. Comparison groups are used to compare the outcomes for
individuals who did not participate in the intervention with outcomes
of individuals who did participate in the intervention.
Curriculum A structured, written plan of activities with intended outcomes for
learning. It provides the framework around which educators/teachers
organize the learning environment, experiences, and interactions. This
term also refers to a sequence of courses taken by a student.
Data Information that is collected during the course of a study through
surveys, observations, interviews, and other means. Data can be
quantitative (numeric information) or qualitative (non-numeric
information). Data serves as the basis for information, discussion and
interpretation.
Dosage intended Quantity or amount of an intervention following the guidelines of
the intervention developer or funder. (For example, a home visiting
program may require a weekly home visit for six months).
Effectiveness A marker of intervention success that is based on the achievement
of a goal. It is often used at the conclusion of a goal-achievement
evaluation where conclusions are drawn about the merit and worth of
a social intervention.
Efficacy An intervention comprised of a set of coordinated activities that have
been researched and found to be effective.
Evidence-based An intervention comprised of a set of coordinated activities that have
intervention been researched and found to be effective.
Experimental design A research design in which the study participants are randomly
assigned to treatment and control groups to participate or not in the
intervention being studied. It is typically considered the most rigorous
research design because it can determine whether an intervention
caused the outcomes that the study measured.

77
Glossary of Terms
Intervention fidelity Extent to which the intervention is delivered as intended based on
the essential functions (core components) of the intervention. For
example, for a parenting intervention for mothers of infants, fidelity
would in part involve using the intervention for the age group that was
recommended by the developer. Fidelity focuses on ensuring that the
intervention as delivered in practice and the intervention as described
by its developer match.
Implementation fidelity Refers to the supports or drivers necessary to ensure that an
intervention is implemented as it was intended by the intervention
developer.
Initial implementation The period during which the new intervention is being used for the
first time.
Intervention A planned set of activities intended to reduce a social problem or
improve a condition.
Intervention evaluation Systematic assessment of the processes or outcomes of an
intervention, for the purpose of understanding its effectiveness and
informing further development. The major purposes of evaluation
include intervention planning and design, intervention improvement,
accountability, resource allocation, and the creation of knowledge
about the intervention.
Meta-analysis Research that synthesizes the results of multiple studies on the same
research topics or interventions.
Needs assessment The process of determining, analyzing, and prioritizing needs and, in
turn, identifying and implementing strategies to solve those needs
that are identified as high priority.
Outcomes Measurable changes in the knowledge, skills, attitudes, values, and
behavior of individuals who have participated in an intervention.
Parenting intervention Interventions that have a central focus on parenting. Parenting
interventions offer a structured set of activities that engage parents
directly in ways that will influence parenting behaviors.
Pre-post design Research that involves the collection of data about intervention
participants before and after the intervention. Pre-post designs can
show that changes have occurred but cannot establish that these have
been caused by the intervention
Program Organizational entity that implements and/or delivers parenting
interventions.
Qualitative analysis Research that examines data that is non-numeric. The results of
qualitative analysis are often presented in narrative form, not
numerical form. Qualitative analysis deals with information that
provides rich descriptions and promotes deep understandings, for
example, about how an intervention operates and how participants
experience it. Examples of qualitative data collection methods include
interviews, focus groups, observations, and document reviews.

78
Glossary of Terms
Quantitative analysis Quantitative research that relies on numerical data (scores and
measurements).
Quasi-experimental Research design that compares the outcomes of two groups: the group
participating in the intervention to be tested and a comparison group
that did not, or that participated in a different one. The participants
and non-participants are not randomly assigned to their respective
groups. Types of quasi-experimental design include comparison
groups, pre-test/post-test design, and time series.
Randomized controlled A type of experimental design in which sample members (e.g.,
trial (RCT) children, parents, families, groups) are assigned by chance into groups
to receive or not to receive an intervention. RCTs are considered the
best way to show that an intervention causes the outcomes that are
measured.
Replicable intervention An intervention that can be implemented after it was first
implemented and tested, and that will be expected to achieve similar
outcomes.
Research design The way the research is structured (e.g., sampling, measures, data
collection) to answer a study’s central research questions. Research
design can be classified into different types that address different
research questions: randomized experiments, quasi-experimental
design, and non-experimental.
Self-efficacy People’s beliefs about their ability to exert influence over events and
forces that affect their lives. Self-efficacy beliefs contribute to how
people feel, think, motivate themselves, and behave.
Standardized A standardized measure is an assessment tool, such as a survey,
measurement interview or observation with scores that are based on its use with
a specific group of people. Standardized scores are developed by
calculating certain characteristics of the groups’ scores on the measure
(e.g., averages, variation among scores, overall distribution of scores).
As a result, standardized measures tend to be more reliable and valid
than measures that are non-standardized.
Study sample A group within a larger population that is selected for a study..
Sustainability Ability to sustain the implementation of an intervention and its
benefits.
Theory of change A detailed narrative that describes a process of planned social
change, from the assumptions that guide its design, to the long-term
goals it seeks to achieve. It explains an intervention’s rationale and
assumptions, and how and why a set of activities are expected to
resolve a specific problem.
Usability testing Testing an intervention initially with only a few elements at a time to
improve and stabilize the essential functions (core components) of the
intervention.

79
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References by Parenting Intervention
(alphabetical order)
1-2-3 Magic
Bailey, E. L., van der Zwan, R., Phelan, T. W., & Brooks, A. (2012). The 1-2-3 Magic Program:
Implementation outcomes of an Australian pilot evaluation with school-aged children. Child & Family
Behavior Therapy, 34(1), 53-69.
Bradley, S. J., Jadaa, D., Brody, J., Landy, S., Tallett, S. E., Watson, W., & ... Stephens, D. (2003). Brief
psychoeducational parenting program: An evaluation and 1-year follow-up. Journal of the American
Academy of Child & Adolescent Psychiatry, 42(10), 1171-1178.
Norcross, J. C., Campbell, L. M., Grohol, J. M., Santrock, J. W., Selagea, F., & Sommer, R. (2013). Self-help
that works: Resources to Improve Emotional Health and Strengthen Relationships (4th ed.). New York:
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Porzig-Drummond, R., Stevenson, R. J., & Stevenson, C. (2014). The 1-2-3 Magic parenting program
and its effect on child problem behaviors and dysfunctional parenting: A randomized controlled trial.
Behaviour Research and Therapy, 5852-64.
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Abriendo Puertas
Bridges, M., Cohen, S. R., & Fuller, B. (2012). Abriendo Puertas: Opening Doors to Opportunity – A National
Evaluation of Second-Generation Trainers. Berkeley, CA: UC Berkeley Institute of Human Development.
Bridges, M., & Gutierrez, S. (2011). Beyond a Haircut, Lunch Pail, and New Shoes: Opening Doors to
School Readiness for Latino Children and Their Parents. Zero to Three, 32(2), 18-22.
Moore, K. A., Caal, S., E. K. Lawner, Rojas, A., & Walker, K. (2014). Abriendo Puertas/Opening Doors
Parenting Program: Summary Report of Program Implementation and Impacts. Bethesda, MD: Child Trends.
Suspended Beliefs Studios (2015). APOD: Abriendo Puertas | Opening Doors. Retrieved from
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Adults and Children Together-Raising Safe Kids (ACT-RSK)

Burkhart, K., Knox, M., & Brockmyer, J. (2013). Pilot evaluation of the impact of the ACT Raising Safe Kids
Program on children’s bullying and oppositional behavior. Journal of Child and Family Studies, 22, 942-
951.
Guttman, M., & Mowder, B. (2005). The ACT Training Program: The future of violence prevention aimed at
young children and their caregivers. Journal of Early Childhood and Infant Psychology, 1, 125-136.
Knox, M., Burkhart, K., & Cromly, A. (2013). Supporting positive parenting in community health centers:
The act raising safe kids program. Journal of Community Psychology, 41(4), 395-407.
Knox, M., Burkhart, K., & Howe, T. (2011). Effects of the ACT Raising Safe Kids parenting program on
children’s externalizing problems. Family Relations, 60, 491-503.
Knox, M. S., Burkhart, K., & Hunter, K. E. (2011). ACT against violence Parents Raising Safe Kids program:
Effects on maltreatment-related parenting behaviors and beliefs. Journal of Family Issues, 32(1), 55-74.
doi:10.1177/0192513X10370112

81
Miguel, J., & Howe, T. (2006). Implementing and evaluating a national early violence prevention
program at the local level: Lessons from ACT (adults and children together) against violence. Journal
of Early Childhood and Infant Psychology, 2, 17-38.
Mowder, M., & Orland, S. (2006). The ACT against violence training program: Targeting pre-service
elementary school teachers. Journal of Early Childhood and Infant Psychology, 2, 39-50.
Porter, B. & Howe, T. (2008). Pilot evaluation of the ACT Parents Raising Safe Kids Violence Prevention
Program. Journal of Child & Adolescent Trauma, 1(3), 193-206.
Portwood, S. G., Lambert, R. G., Abrams, L. P., & Nelson, E. B. (2011). An evaluation of the Adults and
Children Together (ACT) Against Violence Parents Raising Safe Kids program. The Journal of Primary
Prevention, 32(3-4), 147-160. doi:10.1007/s10935-011-0249-5
Thomas, V., Kafescioglu, N., & Love, D. P. (2009). Evaluation of the adults and children together
(ACT) against violence training program with child caregivers. Journal of Early Childhood and Infant
Psychology, 5, 141-156.
Weymouth, L.A., & Howe, T.R. (2011). A multi-site evaluation of Parents Raising Safe Kids Violence
Prevention Program. Children and Youth Services Review, 33, 1960-1967.
Chicago Parenting Program (CPP)

Breitenstein, S. M., Fogg, L., Garvey, C., Hill, C., Resnick, B., & Gross, D. (2015). Measuring
implementation fidelity in a community-based parenting intervention. Nursing Research, 59(3),
158–165. doi:10.1097/NNR.0b013e3181dbb2e2
Breitenstein, S. M., & Gross, D. (2013). Web-based delivery of a preventive parent training
intervention: A feasibility study. Journal of Child and Adolescent Psychiatric Nursing, 26(2), 149–157.
doi:10.1111/jcap.12031
Breitenstein, S. M., Gross, D., Fogg, L., Ridge, A., Garvey, C., Julion, W., & Tucker, S. (2012). The Chicago
Parent Program: Comparing 1‐year outcomes for African American and Latino parents of young
children. Research in nursing & health, 35(5), 475-489.
Breitenstein, S. M., Gross, D., Ordaz, I., Julion, W., Garvey, C., & Ridge, A. (2007). Promoting mental
health in early childhood programs serving families from low-income neighborhoods. Journal of the
American Psychiatric Nurses Association, 13(5), 313–320. doi:10.1177/1078390307306996
Gross, D., Garvey, C., Julion, W., Fogg, L., Tucker, S., & Mokros, H. (2009). Efficacy of the Chicago
Parent Program with low-income African American and Latino parents of young children. Prevention
Science, 10(1), 54-65.
Gross, D., Johnson, T., Ridge, A., Garvey, C., Julion, W., Treysman, A. B., . . . Fogg, L. (2011). Cost-
effectiveness of childcare discounts on parent participation in preventive parent training in low-
income communities. Journal of Primary Prevention, 32(5-6), 283–298. doi:10.1007/s10935-011-0255-7
Webster-Stratton, C. (1998a). Parent training with low-income families: Promoting parental
engagement through a collaborative approach. In J. R. Lutzker (Ed.), Handbook of Child Abuse
Research and Treatment (pp. 183 – 209). New York: Plenum.
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• www.nrepp.samhsa.gov/ViewIntervention.aspx?id=293

82
Circle of Security (COS)
Cassidy, J., Ziv, Y., Stupica, B., Sherman, L. J., Butler, H., Karfgin, A., . . . Powell, B. (2010). Enhancing
attachment security in the infants of women in a jail-diversion program. Attachment & Human
Development, 12(4), 333-353. doi:10.1080/14616730903416955
Cassidy, J., Woodhouse, S. S., Sherman, L. J., Stupica, B., & Lejuez, C. W. (2011). Enhancing infant
attachment security: An examination of treatment efficacy and differential susceptibility.
Development And Psychopathology, 23(1), 131-148. doi:10.1017/S0954579410000696
Hoffman, K. T., Marvin, R. S., Cooper, G., & Powell, B. (2006). Changing toddlers’ and preschoolers’
attachment classifications: The circle of security intervention. Journal Of Consulting And Clinical
Psychology, 74(6), 1017-1026. doi:10.1037/0022-006X.74.6.1017
Marvin, R., Cooper, G., Hoffman, K., & Powell, B. (2002). The Circle of Security project: Attachment-
based intervention with caregiver-pre-school child dyads. Attachment & Human Development, 4(1),
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Ramsauer, B., Lotzin, A., Mühlhan, C., Romer, G., Nolte, T., Fonagy, P., & Powell, B. (2014). A
randomized controlled trial comparing Circle of Security Intervention and treatment as usual as
interventions to increase attachment security in infants of mentally ill mothers: Study Protocol. BMC
Psychiatry, 14. doi:10.1186/1471-244X-14-24
Effective Black Parenting Program (EBPP)

Myers, H.F., Alvy, K.T., Arrington, A., Richardson, M.A., Marigna, M., Huff, R., . . . Newcomb, M.D.
(1992). The impact of a parent training program on inner-city African-American families. Journal of
Community Psychology, 20, 132-147.
The following website was used: www.ciccparenting.org
Incredible Years (IY) Preschool Basic

Cresswell, A. (2014). International Journal of Birth and Parent Education. Retrieved from http://
www.ijbpe.co.uk/index.php/86-issue-5/141-delivering-incredible-years-programmes-a-practice-
perspective
Mannarino, A. P., Cohen, J. A., & Deblinger, E. (2014). Trauma-focused cognitive-behavioral therapy.
Evidence-Based Approaches for the Treatment of Maltreated Children, 3, 165–185. doi:10.1007/978-94-
007-7404-9
Nebelkopf, E., & Wright, S. (2011). Holistic system of care: A ten-year perspective. Journal of
Psychoactive Drugs, 43, 302–308. doi:10.1080/02791072.2011.628922
Presnall, N., Webster-Stratton, C. H., & Constantino, J. N. (2014). Parent training: Equivalent
improvement in externalizing behavior for children with and without familial risk. Journal of the
American Academy of Child & Adolescent Psychiatry, 53(8), 879–887.e2. doi:10.1016/j.jaac.2014.04.024
Webster-Stratton, C. (1998). Preventing conduct problems in Head Start children: Strengthening
parenting competencies. Journal of Consulting and Clinical Psychology, 66(5), 715–730.
Webster-Stratton, C., Rinaldi, J., & Reid, J. M. (2011). Long-Term outcomes of Incredible Years
Parenting Program: Predictors of adolescent adjustment. Child and Adolescent Mental Health, 16(1),
38–46. doi:10.1111/j.1475-3588.2010.00576.x
The following website was used: www.incredibleyears.com

83
Incredible Years (IY) Toddler Basic
Cresswell, A. (2014). International Journal of Birth and Parent Education. Retrieved from http://
www.ijbpe.co.uk/index.php/86-issue-5/141-delivering-incredible-years-programmes-a-practice-
perspective
Mannarino, A. P., Cohen, J. A., & Deblinger, E. (2014). Trauma-focused cognitive-behavioral therapy.
Evidence-Based Approaches for the Treatment of Maltreated Children, 3, 165–185. doi:10.1007/978-94-
007-7404-9
Nebelkopf, E., & Wright, S. (2011). Holistic system of care: A ten-year perspective. Journal of
Psychoactive Drugs, 43, 302–308. doi:10.1080/02791072.2011.628922
Presnall, N., Webster-Stratton, C. H., & Constantino, J. N. (2014). Parent training: Equivalent
improvement in externalizing behavior for children with and without familial risk. Journal of the
American Academy of Child & Adolescent Psychiatry, 53(8), 879–887.e2. doi:10.1016/j.jaac.2014.04.024
Webster-Stratton, C. (1998). Preventing conduct problems in Head Start children: Strengthening
parenting competencies. Journal of Consulting and Clinical Psychology, 66(5), 715–730.
Webster-Stratton, C., Rinaldi, J., & Reid, J. M. (2011). Long-Term outcomes of Incredible Years
Parenting Program: Predictors of adolescent adjustment. Child and Adolescent Mental Health, 16(1),
38–46. doi:10.1111/j.1475-3588.2010.00576.x
The following website was used: www.incredibleyears.com
Legacy for Children TM
Perou, R., Elliot, M. N., Visser, S. N., Claussen, A. H., Scott, K. G., Beckwith, L. H., . . . Smith, D. C. (2012).
Legacy for ChildrenTM: A pair of randomized controlled trials of a public health model to improve
developmental outcomes among children in poverty. BMC Public Health, 12(691).
Kaminski, J. W., Perou, R., Visser, S. N., Scott, K. G., Beckwith, L., Howard, J., . . . Danielson, M. L.
(2013). Behavioral and socioemotional outcomes through age 5 years of the legacy for children
public health approach to improving developmental outcomes among children born into poverty.
American Journal of Public Health, 103(6), 1058-1066.
• www.cdc.gov/ncbddd/childdevelopment/legacy.html
• www.nrepp.samhsa.gov/ViewIntervention.aspx?id=360
Los Niños Bien Educados (LNBE)

Alvy, K. T., Plunkett, S. W., Rosen, L. D. (2005). CICC’s Los Niños Bien Educados Program – Evaluative
Studies Conducted During 2001-2004 in Los Angeles County. Studio City, CA: Center for the
Improvement of Child Caring.
Ortiz, H. J., & Plunkett, S. W. (2003). Assessing the cultural dimensions of the Los Niños Bien
Educados Parenting Program. Journal of Extension 41(6).
• www.ciccparenting.org/LosNinosBienEdDesc.aspx#A
• www.cebc4cw.org/program/los-ninos-bien-educados/detailed

84
Nurturing Parenting Program
Bavolek, S., Keene, R., Miranda, G., & Radcliff, J. (2013). Prevention and Early Intervention Component of
Imperial County. (Unpublished 3 year report)
Cowen, P. S. (2001). Effectiveness of a parent education intervention for at-risk families. Journal of the
Society of Pediatric Nurses. doi:10.1097/00005721-200109000-00014
Maher, E. J., Marcynyszyn, L. A., Corwin, T. W., & Hodnett, R. (2011). Dosage matters: The relationship
between participation in the Nurturing Parenting Program for infants, toddlers, and preschoolers
and subsequent child maltreatment. Children and Youth Services Review, 33(8), 1426-1434.
doi:10.1016/j.childyouth.2011.04. 014
Maher, E. J., Corwin, T. W., Hodnett, R., & Faulk, K. (2012). A cost-savings analysis of a statewide
parenting education program in child welfare. Research on Social Work Practice, 22(6), 615-625.
doi:10.1177/1049731512449873
Matthew, R. F., Wang, M.Q., Bellamy, N., & Copeland, E. (2005). Test of efficacy of model family
strengthening programs. American Journal of Health Studies, 20(3), 164-170.
The following website was used: www.nurturingparenting.com
ParentCorps
Brotman, L. M., Dawson-McClure, S., Calzada, E. J., Huang, K., Kamboukos, D. Palamar, J. J., & Petkova,
E. (2013). Cluster (School) RCT of ParentCorps: Impact on kindergarten academic achievement.
Pediatrics, 131(5):e1521-e1529.
Brotman, L. M., Calzada, E. J., Huang, K., Kingston, S., Dawson-McClure, S., Kamboukos, D., . . . Petkova,
E. (2011). Promoting effective parenting practices and preventing child behavior problems in school
among ethnically diverse families from underserved, urban communities. Child Development, 82(1):
258–276.
Dawson-McClure, S., Brotman, L. M., Theise, R., Palamar, J. J., Barajas, R. G., & Calzada, E. J. (2014).
Early childhood obesity prevention in low-income, urban communities. Journal of Prevention and
Intervention in the Community, 42(2), 152–166. http://dx.doi.org/10.1080/10852352.2014.881194
• http://pophealth.med.nyu.edu/divisions/cehd/parentcorps
• http://pophealth.med.nyu.edu/system/files/R_Brief_CEHD.pdf
• http://www.militaryfamilies.psu.edu/programs/parentcorps
• http://www.nrepp.samhsa.gov/ViewIntervention.aspx?id=246#divContacts
Parents as Teachers (PAT)

Drotar, D., Robinson, Jeavons, I., & Kirchner, H. L. (2009) A randomized, controlled evaluation of early
intervention: the Born to Learn curriculum. Child: Care, Health & Development, 35(5), 643-649.
Owen, M. T., & Mulvihill, B.A. (1994). Benefits of a parent education and support program in the first
three years. Family Relations, 43, 206-212.
Pfannenstiel, J. C., Seitz, V., & Zigler, E. (2002). Promoting school readiness: The role of the Parents
Compendium of Parenting Interventions as Teachers Program. NHSA Dialog: A Research-to-Practice.
Journal for the Early Intervention Field, 6, 71-86

85
Wagner, M., & Clayton, S. L. (1999). The Parents as Teachers Program: Results from two
demonstrations. The Future of Children, 9(1).
Wagner, M., Spiker, D, & Linn, M.I. (2002). The effectiveness of the Parents as Teachers program with
low-income parents and children. Topics in Early Childhood Special Education, 22(2), 67-81.
Zigler, E., Pfannenstiel, J., & Seitz, V. (2008). The Parents as Teachers program and school success: A
replication and extension. Journal of Primary Prevention, 29, 103-120.
Play and Learning Strategies (PALS)

Dieterich, S. E., Landry, S. H., Smith, K. E., Swank, P. R., & Hebert, H. M. (2006). Impact of community
mentors on maternal behaviors and child outcomes. Journal of Early Intervention, 28(2), 111–124.
Guttentag, C. L., Pedrosa-Josic, C., Landry, S. H., Smith, K. E., & Swank, P. R. (2006). Individual
variability in parenting profiles and predictors of change: Effects of an intervention with
disadvantaged mothers. Journal of Applied Developmental Psychology, 27(4), 349–369. doi:10.1016/j.
appdev.2006.04.005
Landry, S. H., Smith, K. E., Swank, P. R., & Guttentag, C. (2008). A responsive parenting intervention:
The optimal timing across early childhood for impacting maternal behaviors and child outcomes.
Developmental Psychology, 44, 1335-1353.
Landry, S. H., Smith, K. E., & Swank, P. R. (2006). Responsive parenting: Establishing early foundations
for social, communication, and independent problem-solving skills. Developmental Psychology, 42,
627–642.
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711–720. doi:10.1037/0022-006X.73.4.711
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Materials provided by developer: PALS Fact Sheet, Play and Learning Strategies (PALS) Sessions,
Alignment of Play and Learning Strategies (PALS) with Head Start Performance Standards, and
Sample PALS Curriculum Training Agenda
Positive Indian Parenting (PIP)

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Program on family reunification in child welfare. Children and Youth Services, 34, 691-695.
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method for the Strengthening Families Program (SFO) among Asian Indian and non-Asian families
residing in Utah (Doctoral dissertation). Retrieved from UMI, Ann Arbor: MI. ProQuest.
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age versions of the strengthening families program in statewide field sites. Group Dynamics: Theory,
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Professions, 31(2), 226-239.
The following website was used: www.strengtheningfamiliesprogram.org
Systematic Training for Effective Parenting (STEP)

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Guidance Services, Inc.
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Triple P Level 2
Mejia, A., Calam, R., & Sanders, M.R. (2012). A review of parenting programs in developing countries:
Opportunities and challenges for preventing emotional and behavioral difficulties in children.
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Nowak, C., & Heinrichs, N. (2008). A comprehensive meta-analysis of Triple P-Positive Parenting
Program using hierarchical linear modeling: Effectiveness and moderating variables. Clinical Child
and Adolescent Psychology and Psychotherapy, 11, 114-144.
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group for parents of young children. Journal of Developmental & Behavioral Pediatrics, 32(2), 136-145.
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Triple P Level 3
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145.
Review, 34, 337-357. doi: 10.106/j.cpr.2014.04.003

88
• www.triplep.net
Triple P Level 4
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Compendium

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Compendium of Parenting Interventions

© 2015 Boston Children’s Hospital. All rights reserved.

Compendium of Parenting Interventions

Compendium of Parenting Interventions

• Early care and education staff and directors

• Educators and leaders of programs, schools, communities, and state initiatives

• Other stakeholders in the well-being of young children and their families

• How does a parenting intervention work?

• What definition of a parenting intervention does this compendium use?

• How did we decide which parenting interventions to include?

• What should you consider when choosing a parenting intervention?

• What information does this compendium provide about parenting interventions?

Compendium of Parenting Interventions

Our Compendium of Parenting Interventions is accompanied by a second

Compendium of Parenting Interventions

• Increased language and literacy

• Increased cognitive development

• Increased child attachment and/or relationship with parent

• Decreased problem behaviors

What is the Purpose of the Compendium?

• Head Start and state early learning guidelines2

National Center on Parent, Family, and Community Engagement, at http://eclkc.ohs.acf.hhs.gov/hslc/tta-system/family/assessing.

Compendium of Parenting Interventions

How Does a Parenting Intervention Work?

Compendium of Parenting Interventions

Depending on an intervention’s theory of change, it may promote effective parenting by:

• Changing parents’ attitudes and beliefs, such as shifting parents’ negative

• Reducing parental stress by improving access, through case

• Improving social support, such as by providing opportunities for

Compendium of Parenting Interventions

• Interventions that directly address local conditions in communities

What is the Definition of a Parenting Intervention?

• Discipline (handling challenging child behaviors, providing limits, teaching self-control)

• Teaching (conveying information or skills)

• Management (scheduling, routines)

For the purposes of this compendium, an intervention:

Compendium of Parenting Interventions

In order to identify parenting interventions for consideration of inclusion in this compendium, we

How We Decided Which Interventions to Include

To create an easy-to-use compendium, or collection, of evidence-based early childhood parenting

Parenting interventions included in the compendium met the following criteria:

• Enough information is currently available about the intervention to be able to implement it

Compendium of Parenting Interventions

In addition, interventions included in this compendium are:

We did not consider including parenting interventions in the compendium if:

• The intervention was designed only for use during pregnancy

• The intervention was designed as a therapeutic or medical model or to be

Compendium of Parenting Interventions

• Guides adaptation of the intervention to local communities and contexts

Limitations of Evidence and Challenges in Research

Parenting Interventions by and for Specific Cultural and Ethnic Groups

Compendium of Parenting Interventions

In some instances, modifications, or minor changes to an intervention may be needed in order to

In other cases, adaptation may be necessary in order for an intervention

Before attempting to adapt an intervention, it is important to confer with the developer.

• Raise questions about its cultural relevance and appropriateness

Compendium of Parenting Interventions

Choosing Parenting Interventions

Data to Consider About Parents in Your Program, Community, and State

• What resources can you afford to use to deliver an intervention?

Evidence to Consider About Parenting Interventions

Compendium of Parenting Interventions

1-‐2-‐3 Magic Mental health professionals,